§ Dr. Evan Harris (Oxford, West and Abingdon)I beg to move,
That leave be given to bring in a Bill to introduce an entitlement for all children to receive sex and relationships education in schools from key stage one onwards; and for connected purposes.We are failing the young people of our country in a key area of their health and education. The United Kingdom has the highest number of teenage pregnancies in Europe and the second highest number in the developed world. In England and Wales, 9.4 girls of every 1,000 under 16 become pregnant. The number of under-age pregnancies increased by 11 per cent. in 1997–98.An article in the British Medical Journal by the distinguished Professor Michael Adler in June 1997 summarised the picture at that time:
The Health of the Nation has so far failed to deliver. The agenda for success is fourfold. Firstly, it requires clear, easily obtainable sex education and contraceptive advice for young people before they start to have sexual relationships, with the ability of the schools to give this without fear or hindrance from the Department of Education.It went on to propose other methods of improving the sexual health of our young people.It is not only in teenage pregnancy that there is failure. Britain has an unacceptably high rate of teenage abortion. For some people, abortion is an ethically outrageous exercise, and for others who do not take that view, it is nevertheless an avoidable medical procedure that can leave some psychological effects on some patients. It is entirely appropriate that all measures be taken to reduce the number of abortions, especially among the young, whatever side of the argument one is on.
There is an increasing number of single parents, with the social exclusion that the Government have recognised stems from that. Many single-parent families are unplanned. It is my contention in the Bill that education could be part of a strategy to reduce the number of single-parent families.
There is a huge demand for information from young people. A recent report by Childline entitled "I Can't Believe It Has Happened To Me" said that 7,317 girls and 434 boys called the line about pregnancy in 1997–98. Almost 80 per cent of those who gave their age were under 16; some were as young as 12. More 14 and 15-year-old girls called Childline about pregnancy than about any other issue.
The confidential young persons' sex information telephone line Sexwise is inundated with calls. It is not widely advertised: it cannot be more widely advertised, because it lacks the capacity to cope. When I visited its headquarters, I was shown that five or six calls were queueing up for every operator. That represents a failure to deliver the confidential advice and education that young people require.
§ Mr. John Hayes (South Holland and The Deepings)Will the hon. Gentleman give way?
§ Madam SpeakerOrder. An hon. Member cannot give way when speaking on a ten-minute motion.
§ Dr. HarrisCurrently sex education is provided in both primary and secondary schools, but I contend that it is 706 not adequate. Statutory sex education is not compulsory, apart from what is included in the science curriculum in primary schools. At present, at key stage 1, for pupils aged between five and seven, that covers
the naming of the main external parts of the human body, knowing that humans can produce babies and that these babies grow into children and then into adults.In key stage 2, for children aged between seven and 11, as part of the science curriculum pupils are taughtthe main stages of the human life cycle",and at key stage 3, pupils aged between 11 and 14 are taught aboutthe human reproductive system, including the menstrual cycle and fertilisation.What is missing from that bare-bones science curriculum is anything to do with relationships, responsibility and empowering young people to have control over their bodies and be able to resist the peer pressure that leads people into unwise sexual activity at too young an age.Primary education should include a series of other items that are currently non-compulsory. Pupils should be able to
know that humans develop at different rates … name parts of the body including the reproductive system … know about personal safety—for example, know that individuals have rights over their own bodies, and that there are differences between good and bad touches; begin to develop simple skills and practices which will help maintain personal safety; appreciate ways in which people learn to live and work together listening, discussing and sharing; understand the importance of valuing oneself and others; begin to recognise the range of human emotions and ways to deal with these.At present, that is not compulsory information for those aged between five and seven at key stage 1.At key stage 2, for pupils aged between seven and 11, the non-compulsory sex education programme urges schools
to teach pupils to begin to know about and have some understanding of the physical, emotional and social changes which take place at puberty.When young people are asked whether they feel that they are receiving adequate sex education, the message that they convey is no. One in 10 young girls admits to being given no education about periods before they occur, and there is a well-established void in terms of sex education available to boys, who bear at least half the responsibility for conception.Of course, not just sex education is necessary. Conception in the case of those under 16 depends on the number of young people who are having sex, the number who are using contraceptives and the number who are using them effectively. What is required is education, along with advice and free and confidential access to that advice.
The problem has been dealt with much better on the continent. Teenagers in both the Netherlands and Scandinavia have wide access to early, clear sex education. Not only do those countries have the lowest rate of teenage conceptions in Europe, and also the lowest rate of teenage abortions; in the Netherlands, on average young people become sexually active at a much later age. That shows that the delivery of education, and the empowerment of young people to resist pressure from others—including peer pressure—can deter them from engaging in under-age sex, which many of us, and probably all hon. Members, consider not to be good for them.
707 We in the House have a duty to be politically courageous. There are those who have other views, but I believe that it is incumbent on those of us who feel that there is a need to improve the sexual health of young people to give a lead. We should not be dissuaded by sensationalist media coverage, often by the very papers that use their pages to portray over-sexual images—particularly of women—aimed at young people.
We have to recognise that young people are exposed to sexuality through the media, through television, even through soap operas and through films. We live in a world where young teenagers are sexually active. We as legislators, as well as the medical profession, teachers and the nursing profession, have a duty to support those young people and to give them the education that they need.
My move is backed by the British Medical Association, which said in a statement:
The BMA Committee for Public Health, Medicine and Community Health supports efforts to ensure schools have effective sex and relationships education (SRE). We believe this is vital to meet the Government's stated aim of reducing the high number of teenage pregnancies in the UK. We urge the Government to express its support for SRE education in schools and increase funding for the school health service to assist with the provision of services for young people in schools.Throughout the schools system, we require improved education. I commend the Bill to the House for that purpose.
§ Mr. Shaun Woodward (Witney)I oppose the Bill as a director of Childline, although I do not speak for Childline. I do so after much consideration, particularly, as my hon. Friends will know, since I take a very strict view that there should be an equal age of consent. I have voted for that in the House, but the Bill also relates to children in primary schools. We have to be careful to distinguish the fact that we are talking specifically about children, not young people.
There is an innocence to childhood that needs to be preserved and maintained. Beginning sex education—not relationship education—at key stage 1 goes a stage too far. Children should be taught about relationships from the beginning of their time in school—loving relationships, family relationships, relationships between friends—but sex education is not appropriate for a small child.
The present system seems about right. The Bill poses a number of questions. I do not for one moment question the integrity of the hon. Member for Oxford, West and Abingdon (Dr. Harris) in introducing the Bill, but I worry about the consequences should it become law. It raises the question: what should the teachers teach? What should the content of such lessons be; and, indeed, who should teach it? What is "adequate"? Adequate for some parents may not be adequate at all for others. One culture may require one sort of teaching and another may require another. Again, we are talking about children of a very tender and vulnerable age.
I have another fear, which has arisen far too often in my work with Childline. When it is done wrongly—of course, one would hope that it would be done only correctly—such education can create peer pressure of its 708 own: peer pressure on children in the later years of primary school to enter into relationships with which they are ill prepared to cope. Such issues are, of course, difficult. It is right that the House should debate them, but difficult issues require judgments.
I worry about producing a situation where instructions from the centre go out to a huge range of primary schools. It will be arbitrary. All sorts of children and cultures are found in those schools. I ask myself: with children who are so young and sensitive, is that best handled by teachers?
The hon. Member for Oxford, West and Abingdon cited the case of Childline. As a director, I have absolute knowledge of the cases that he cited about teenage pregnancies. We should all be worried about teenage pregnancies; they are a serious problem. In 1997–98, Childline took more than 7,000 calls on the subject. It was the fifth most common subject of calls from girls to Childline. We know that children as young as 12 are having sexual relationships, often unplanned and often secret. Pregnancy was the most common reason for calls from 14 and 15-year-old girls, but we have to remember that I am talking about teenage pregnancy, not primary school children's pregnancy.
Again, my worry is that we are tending to bring the age barrier down. It is different from the age of consent, where we are dealing with people who are of an appropriate age to enter into a relationship. Here we are dealing with something with which these young children are not equipped to deal.
Sex education is important, and sex is a complicated matter. Sex is tied up, as it should be, with relationships. It is simply inappropriate for primary school children to be sexually courageous. Such behaviour is not brave, but inappropriate.
Childline's work on the issue has highlighted the importance of teaching young children about relationships. Age-appropriate education should begin in primary school and continue as a child progresses through secondary school. However, there is a firm distinction between what children at primary school should be taught about relationships, and sex education—which should, quite rightly, be taught to children in secondary schools.
Secondary school programmes should be wide ranging, and discuss the problems and loving relationship that one may have in a sexual relationship with someone else. They should discuss the emotional aspects of relationships, and arm children with the means of resisting peer pressure. Secondary school programmes should advise children and young people on how and when to use contraception, and the responsibilities and implications of becoming a parent. However, such education should be for those who have reached the appropriate physical stage—which will, of course, vary from one individual to another. Moreover, Childline's figures on teenage pregnancies deal only with teenagers and not with primary school children.
I believe that the primary school environment is, crucially, about allowing children to emerge from innocence into their teenage years. However, I am also all for ensuring that the questions of lively young minds are answered. Sadly—it is sad only because of the accompanying loss of innocence—the days of telling 12 year-olds about the stork and all those other things are gone; but the change is also good, as effective sex 709 education will make for a healthier society. Nevertheless, a healthier society is not necessarily one in which our six and seven-year-olds are taught matters that may not yet be appropriate for them.
Children need to develop socially, but providing sex education at pre-school would be to go a step too far. I do not want to turn back the clocks—there never were "better days" in dealing with the issue—but believe that we should think about how our children should be taught in the future.
Children need a loving and caring environment, and parents must play a huge role in properly educating their children—which includes educating them about sex. I should prefer to teach my primary school-aged children about sex myself than to have a schoolteacher do it. However, not all parents will be able to provide that education to their children. In those cases, schools have an important role to play, and I believe that the Government's current system is about right.
The issue is as much about children's innocence as anything else. Although children have a right to sex education at the appropriate time, they also have a right to innocence. We would be surrendering that right all too easily if we supported the Bill, and that is why I oppose it.
§ Question put, pursuant to Standing Order No. 23 (Motions for leave to bring in Bills and nomination of Select Committees at commencement of public busines):—
§ The House divided: Ayes 89, Noes 47.
710| Division No. 161] | [3.53 pm |
| AYES | |
| Allan, Richard | Davey, Edward (Kingston) |
| Austin, John | Davis, Terry (B'ham Hodge H) |
| Ballard, Jackie | Eagle, Maria (L'pool Garston) |
| Barron, Kevin | Efford, Clive |
| Beith, Rt Hon A J | Fitzpatrick, Jim |
| Benn, Rt Hon Tony | Flynn, Paul |
| Bennett, Andrew F | Follett, Barbara |
| Berry, Roger | Fyfe, Maria |
| Best, Harold | Gardiner, Barry |
| Blackman, Liz | Gibson, Dr Ian |
| Blizzard, Bob | Godsiff, Roger |
| Borrow, David | Gordon, Mrs Eileen |
| Bradley, Peter (The Wrekin) | Griffiths, Jane (Reading E) |
| Bradshaw, Ben | Gunnell, John |
| Brake, Tom | Harris, Dr Evan |
| Cable, Dr Vincent | Hinchliffe, David |
| Campbell-Savours, Dale | Johnson, Alan (Hull W & Hessle) |
| Casale, Roger | Jones, Ms Jenny |
| Clapham, Michael | (Wolverh'ton SW) |
| Clark, Rt Hon Dr David (S Shields) | Jones, Dr Lynne (Selly Oak) |
| Clarke, Tony (Northampton S) | Keetch, Paul |
| Clwyd, Ann | King, Ms Oona (Bethnal Green) |
| Coleman, Iain | Laxton, Bob |
| Cook, Frank (Stockton N) | Lepper, David |
| Corbyn, Jeremy | Levitt, Tom |
| Crausby, David | Livingstone, Ken |
| Cryer, Mrs Ann (Keighley) | McCafferty, Ms Chris |
| Cryer, John (Hornchurch) | McDonnell, John |
| Mactaggart, Fiona | Sawford, Phil |
| McWalter, Tony | Sedgemore, Brian |
| Marsden, Paul (Shrewsbury) | Smyth, Rev Martin (Balfast S) |
| Maxton, John | Taylor, Matthew (Truro) |
| Mitchell, Austin | Turner, Dr Desmond (Kemptown) |
| Moffatt, Laura | Turner, Dr George (NW Norfolk) |
| Moran, Ms Margaret | Vis, Dr Rudi |
| Mountford, Kali | Watts, David |
| Mullin, Chris | Whiteheadm, Dr Alan |
| Organ, Mrs Diana | Williams, Rt Hon Alan |
| Palmer, Dr Nick | (Swansea W) |
| Pickthall, Colin | Willis, Phil |
| Plaskitt, James | Winnick, David |
| Pond, Chris | Wise, Audrey |
| Pound, Stephen | Wood, Mike |
| Prentice, Ms Bridget (Lewisham E) | Wyatt, Derek |
| Rapson, Syd | Tellers for the Ayes: |
| Ruane, Chris | Dr. Howard Stoate and |
| Russell, Bob (Colchester) | Dr. Jenny Tonge. |
| NOES | |
| Amess, David | Hayes, John |
| Bercow, John | Heald, Oliver |
| Blunt, Crispin | Heath, David (Somerton & Frome) |
| Boswell, Tim | Howarth, Gerald (Aldershot) |
| Brazier, Julian | Jackson, Robert (Wantage) |
| Brooke, Rt Hon Peter | Leigh, Edward |
| Chapman, Sir Sydney | Lidington, David |
| (Chipping Barnet) | MacGregor, Rt Hon John |
| Clark, Rt Hon Alan (Kensington) | McLoughlin, Patrick |
| Clarke, Rt Hon Kenneth | McNulty, Tony |
| (Rushcliffe) | Madel, Sir David |
| Collins, Tim | Ottaway, Richard |
| Colvin, Michael | Randall, John |
| Cran, James | Robertson, Laurence (Tewk'b'ry) |
| Davies, Geraint (Croydon C) | Simpson, Keith (Mid-Norfolk) |
| Davies, Quentin (Grantham) | Swayne, Desmond |
| Davis, Rt Hon David (Haltemprice | Syms, Robert |
| & Howden) | Walter, Robert |
| Dorrell, Rt Hon Stephen | Waterson, Nigel |
| Drew, David | Widdecombe, Rt Hon Miss Ann |
| Duncan Smith, Iain | Wilkinson, John |
| Fearn, Ronnie | Woodward, Shaun |
| Forth, Rt Hon Eric | Young, Rt Hon Sir George |
| Fraser, Christopher | |
| Garnier, Edward | Tellers for the Noes: |
| Gray, James | Mr. Andrew Robathan and |
| Hammond, Philip | Mr. Peter Luff. |
§ Question accordingly agreed to.
§ Bill ordered to be brought in by Dr. Evan Harris, Dr. Jenny Tonge, Jackie Ballard, Dr. Lynne Jones, Dr. Peter Brand, Dr. Vincent Cable, Dr. Howard Stoate, Dr. Ian Gibson, Audrey Wise, Mrs. Diana Organ and Mrs. Teresa Gorman.
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- SEX EDUCATION IN SCHOOLS 57 words