Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of trauma informed schools for (a) children with SEND, mental health challenges and childhood trauma and (b) other students.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Schools have the flexibility to decide what pastoral support they provide to best meet the individual needs of all their pupils, including children with special educational needs and disabilities (SEND), mental health challenges or who have experienced trauma. However, the department recommends a whole-school approach as the most effective way to promote and support mental health and wellbeing for all pupils, including those who may be particularly vulnerable.
The department’s guidance on the principles of a whole school or college approach recognises the importance of an individualised response to pupil needs, and can help contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. This guidance can be accessed at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing. To help settings embed a whole-school approach to mental health and wellbeing, the department is offering funded senior mental health lead training to all state schools and colleges, including special and alternative provision settings. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups, including children with special educational needs and who have experienced trauma, to support leads to understand and plan appropriate responses to pupils’ mental health and wellbeing needs. Over 15,100 settings have received a training grant so far, including more than 7 in 10 state secondary schools.
Additionally, a range of department guidance makes clear the need for school staff to be aware of adverse childhood experiences, including trauma, and the potential impact on children. ‘Keeping children safe in education’ is statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children, and is available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
The department’s mental health and behaviour guidance also recommends school staff be aware of how potentially traumatic childhood experiences can impact on children’s behaviour and education and the importance of schools providing early support to pupils at such times. It signposts to further information on supporting children through difficult life events. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.
Finally, the SEND Code of Practice sets out that all schools should apply a ‘graduated approach’, which means identifying a child’s needs, implementing appropriate support and reviewing it regularly. This guidance can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25. Schools should involve pupils and their parents at each of these stages. The department expects schools and local authorities to consider the individual circumstances of each pupil and family and take the best course of action to support them.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who have been off-rolled from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who are suspended from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who are absent from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Gareth Johnson (Conservative - Dartford)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, if he will make an assessment of the potential merits of (a) removing the limitation period for civil claims relating to childhood sexual abuse and (b) bringing forward legislative proposals to align the law in England and Wales with that in Scotland following the introduction of the Limitation (Child Abuse)(Scotland) Act 2017.
Answered by Laura Farris - Parliamentary Under Secretary of State (Ministry of Justice) (jointly with Home Office)
The government recognises that it might take years, and in many cases decades, for victims and survivors of child sexual abuse to come forward and feel ready to disclose their trauma. We will shortly consult on strengthening existing judicial guidance, and set out options to reform limitation law in child sexual abuse cases in England and Wales.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to end the use of (a) detention, (b) isolation and (c) exclusion for school children who have experienced childhood trauma.
Answered by Damian Hinds - Minister of State (Education)
The Department does not hold the data on what proportion of children being excluded from school have experienced trauma. However, the Department does publish data on the proportion and characteristics of pupil excluded from schools in England. The most recent data available is for the 2021/22 school year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england#dataBlock-4f294de1-5a99-43ff-df43-08db35ba7ff4-tables.
Creating a culture with high expectations of behaviour is a priority for the Government. The Department supports head teachers in using suspension and permanent exclusion as a sanction where warranted as part of creating calm, safe, and supportive environments where pupils and staff can work in safety and are respected.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that schools take a (a) whole school and (b) therapeutic approach to supporting children with trauma.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Schools have the flexibility to decide what pastoral support they provide to best meet the individual needs of all their pupils. This includes how they approach supporting children who have experienced trauma. However, the department recommends a whole-school approach as the most effective way to promote and support mental health and wellbeing, including for pupils or groups of pupils who may be particularly vulnerable, such as those who have experienced trauma.
The department’s guidance on the principles of a whole school or college approach, recognises the importance of an individualised response to pupil needs, and that taking a trauma-informed approach can help contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. This guidance can be accessed at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
The department is offering all state-funded schools and colleges in England a grant to train a senior mental health lead, who can embed and sustain a whole school or college approach to mental health and wellbeing. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups, including those who have suffered from trauma, to support leads to understand and plan appropriate responses to pupils’ mental health and wellbeing needs. Over 14,400 settings have received a training grant so far, including more than 7 in 10 state secondary schools.
Additionally, a range of department guidance makes clear the need for school staff to be aware of adverse childhood experiences, including trauma, and the potential impact on children. Keeping children safe in education (KCSIE) is statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children, and is available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2. This guidance makes clear that school and college Designated Safeguarding Leads should receive training that supports their understanding of the lasting impact that adversity and trauma can have on a children’s behaviour, mental health and wellbeing, and what is needed in responding to this in promoting educational outcomes. KCSIE also references the need for all staff to consider the impact of trauma on a child to inform their approach to safeguarding, including what support should be provided for that child.
The department’s mental health and behaviour guidance also recommends for school staff to be aware of how potentially traumatic adverse childhood experiences can impact on children’s behaviour and education and the importance of schools providing early support to pupils at such times, and signposts to further information on supporting children through difficult life events. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to teachers on supporting children with trauma.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Schools have the flexibility to decide what pastoral support they provide to best meet the individual needs of all their pupils. This includes how they approach supporting children who have experienced trauma. However, the department recommends a whole-school approach as the most effective way to promote and support mental health and wellbeing, including for pupils or groups of pupils who may be particularly vulnerable, such as those who have experienced trauma.
The department’s guidance on the principles of a whole school or college approach, recognises the importance of an individualised response to pupil needs, and that taking a trauma-informed approach can help contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. This guidance can be accessed at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
The department is offering all state-funded schools and colleges in England a grant to train a senior mental health lead, who can embed and sustain a whole school or college approach to mental health and wellbeing. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups, including those who have suffered from trauma, to support leads to understand and plan appropriate responses to pupils’ mental health and wellbeing needs. Over 14,400 settings have received a training grant so far, including more than 7 in 10 state secondary schools.
Additionally, a range of department guidance makes clear the need for school staff to be aware of adverse childhood experiences, including trauma, and the potential impact on children. Keeping children safe in education (KCSIE) is statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children, and is available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2. This guidance makes clear that school and college Designated Safeguarding Leads should receive training that supports their understanding of the lasting impact that adversity and trauma can have on a children’s behaviour, mental health and wellbeing, and what is needed in responding to this in promoting educational outcomes. KCSIE also references the need for all staff to consider the impact of trauma on a child to inform their approach to safeguarding, including what support should be provided for that child.
The department’s mental health and behaviour guidance also recommends for school staff to be aware of how potentially traumatic adverse childhood experiences can impact on children’s behaviour and education and the importance of schools providing early support to pupils at such times, and signposts to further information on supporting children through difficult life events. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.
Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of the rise in trauma deaths and sudden unexpected deaths in infancy and childhood (Sudic) in 2022; in particular, that four times as many deaths occurred in the most deprived fifth of the population, compared with the least deprived fifth; and what steps they plan to take, if any, in response.
Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)
We are committed to the health service learning from child deaths. In 2018, NHS England supported the establishment of the National Child Mortality Database (NCMD) to record comprehensive data on the circumstances of children’s deaths and reduce preventable child mortality in England.
The Government is considering the NCMD report on Sudden and Unexpected Deaths in Infancy and Childhood published in December 2022.
Instances of sudden unexpected death in infancy often link in with wider health disparities and modifiable factors such as smoking in pregnancy and in the home. Frontline health professionals have tools and processes in place to deliver guidance to families to promote safe sleeping for babies. There is a significant amount of work taking place to tackle smoking in pregnancy, across many agencies.
The National Institute for Health and Care Research is funding a study looking at promoting safer sleeping for babies in high-risk groups in England and a research project into effective mechanisms for reducing abusive head trauma in young infants.
The Department is working with the Department for Levelling Up, Housing and Communities to help tackle unsafe homes. This includes developing new guidance on damp and mould for the housing sector, extending the Decent Home Standard to the private rented sector and a number of other amendments through the Renters Reform Bill and Social Housing (Regulation) Bill.
Minister Neil O’Brien gave a speech at a Westminster Hall Debate on 17 January this year on the important issue of sudden unexpected death in childhood. The transcript is available on Hansard.
Asked by: Philip Davies (Conservative - Shipley)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, how many and what proportion of (a) male and (b) female prisoners have (i) mental health issues; (ii) a physical health condition; (iii) a learning disability; (iv) a physical disability; (v) unemployment histories; (vi) housing issues or are homeless; (vii) family or relationship difficulties; (viii) social isolation; (ix) financial issues; (x) substance misuse issues; (xi) experienced physical, psychological or social trauma and (xii) two or more of these needs or issues.
Answered by Victoria Atkins - Secretary of State for Health and Social Care
The answer to question (ii) is information held by the Department for Health and Social Care. We can provide information from individuals in prison as, at 30 June 2021, who have a detailed assessment (Layer 3) completed on the Offender Assessment System (OASys). Individuals have been excluded where there is missing data for any of the assessment items required to answer questions (i) and (iii) to (xii). Definitions used for specific needs areas are given below.
Numbers
Issue(s) | Count - Female | Count - Male |
Mental health issues | 628 | 7,555 |
Learning disabilities | 35 | 889 |
Physical disabilities | 163 | 3,391 |
Unemployment histories | 783 | 15,590 |
Housing issues or homeless | 1,521 | 34,705 |
Relationship difficulties | 1,841 | 40,614 |
Social isolation | 298 | 5,058 |
Substance misuse | 1,341 | 31,267 |
Financial issues | 1,299 | 35,680 |
Physical or psychological trauma | 1,694 | 21,883 |
Two or more issues | 1,973 | 47,050 |
Number of prisoners with full assessment | 2,090 | 55,564 |
Proportions
Issue(s) | Proportion - Female | Proportion - Male |
Mental health issues | 30% | 14% |
Learning disabilities | 2% | 2% |
Physical disabilities | 8% | 6% |
Unemployment histories | 37% | 28% |
Housing issues or homeless | 73% | 62% |
Relationship difficulties | 88% | 73% |
Social isolation | 14% | 9% |
Substance misuse | 64% | 56% |
Financial issues | 62% | 64% |
Physical or psychological trauma | 81% | 39% |
Two or more issues | 94% | 85% |
Definitions used
Item (i), mental health issues: OASys reports significant difficulties (score of 2) on question 10.2 psychological problems and/or question 10.6 psychiatric problems.
Item (iii), a learning disability: the disabilities listed on Delius include a learning disability.
Item (iv), a physical disability: the disabilities listed on Delius include hearing difficulties, a progressive condition, reduced mobility, reduced physical capacity, severe disfigurement, speech impairment or visual impairment.
Item (v), unemployment histories: OASys reports significant difficulties (score of 2) on question 4.3 employment history.
Item (vi), housing issues or are homeless: OASys reports a criminogenic need in the accommodation section.
Item (viii), social isolation: OASys reports significant difficulties (score of 2) on question 10.3 social isolation.
Item (ix), financial issues: OASys reports that the assessor judges financial issues to be linked to “risk of serious harm, risks to the individual and other risks” and/or linked to offending behaviour.
Item (x), substance misuse issues: OASys reports a criminogenic need in the drug misuse and/or alcohol misuse sections.
Item (xi), experienced physical, psychological or social trauma: OASys reports that any of the following were present – question 2.10, current offence disinhibited by a traumatic life event; significant difficulties (score of 2) on question 6.3, experience of childhood; question 6.7, victim of domestic violence, and question 10.7, history of severe head injuries, fits, periods of unconsciousness.
Item (xii) checks how many of (i) and (iii) to (xi) are present, and is counted as present if two or more of these ten items are present.