Warinder Juss

It is a pleasure to serve under your chairship, Ms Lewell. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this important debate. I also thank the charity YoungMinds for its hard work and dedication to supporting young people’s mental health and wellbeing. I had the privilege of meeting its representatives at the Labour party conference, having previously attended its Missing the Mark event here in Parliament. It has become clear to me, especially since becoming an MP, how frequently mental health issues appear across many different areas of policy, and how poor mental health in childhood can have knock-on effects on a young person’s future life chances. The impact that school assessments have on the future of our children should not be underestimated. I look forward to considering the upcoming schools White Paper to see how we can implement the changes we need to help our children. In my constituency of Wolverhampton West, I hear time and again from parents and teachers about the need for improved SEND support. Almost 20% of pupils in our schools have identified special educational needs, and reports indicate that special educational needs are most prevalent in pupils as young as nine years old. Some 96% of headteachers have expressed concern that SATs have a negative impact on the wellbeing of their pupils. Is it not therefore time to consider whether we actually need these exams for our children? At secondary school level, 63% of students say that they struggle to cope in the lead-up to GCSEs and A-levels, and that figure rises to nearly 80% for those with special educational needs. Something needs to change. When we talk about early intervention to protect our children, we need to consider the reform of the educational assessment system that all our young people go through, which could also alleviate pressures on key NHS and SEND services. How many times have we heard the phrase, “Prevention is better than cure”? As parliamentarians, we have real opportunities to deliver change and make tangible differences to the lives of so many. We need to adopt a joined-up approach to supporting our children—one that links a reformed, child-centred educational assessment system with a holistic strategy for supporting the mental health needs of our young people. We can then provide a future from which we will all benefit.