Stuart Anderson

It is a pleasure to serve under your chairmanship, Mrs Harris, and to follow the hon. Member for Stevenage (Kevin Bonavia), who opened so eloquently, setting the tone for what is an important debate. Benjamin Franklin said that nothing is certain in life except death and taxes. We certainly spend enough time in this place discussing taxes—as I am sure we will do later this week—but not enough time discussing death. We even try to educate children and young people about taxes and finance, but we do not do that with death at the right level in the national curriculum. It is a subject that many find hard, so the easiest way to deal with it is to not talk about it. I pay tribute to John Adams, who is in the Public Gallery. He is a funeral director from Bridgnorth in my constituency. He has been a champion for adding death, dying and bereavement to the national curriculum, and he has done tremendous work. John is leading that work both nationally and internationally, and I believe he has been asked to go to Australia next year to speak there and help them. What we are doing here is pioneering, and that is good to see. John has worked within the industry on this issue as the president of the National Association of Funeral Directors, as well as with Child Bereavement UK. There is an excellent video of John being an ambassador for The Good Grief Trust, where he shares resources to support education on the subject. He is also working in the education sector, as well as with many other organisations. He is certainly spending time doing everything he can, and it is to his credit that we are here today to speak about the subject. John is committed to making the necessary changes to get the best outcomes for children, young people and their families—it is important to remember the families—when dealing with death and grief. That is no small thing; it is not an easy topic to pick up and run with. I was delighted to speak to John, who is one of my constituents and pioneered one of the petitions behind this debate. During our conversation, John told me of his personal experience of losing his mother Maria when he was 12. For John to pick himself up, not let life get him down or stop him talking about it, and decide that other people should not have to go through his experience, is excellent. Maria is the reason we are here today, so I give credit to John for the work he has done. John told me that adding a standalone provision for grief education to the national curriculum will strengthen families when they need it most. It will improve resilience in school communities, and mitigate the impacts of bereavement as an adverse childhood experience. It builds on recent research that shows that children who are educated about grief before a traumatic experience can discuss grief and have less anxiety about the death. I know that from personal experience. My father Samuel died when I had just turned eight, and my mum was left alone with my two younger brothers and me. My father was only 37, and it happened in the school holidays. I remember going to school later in the day, because the teacher had to tell my class, “Stuart’s dad has died. Nobody mention it to him.” That was how it was dealt with. Even with the teachers and the children, nobody knew what to say. My friend told me what the meeting was about and what had been said, but nobody discussed it. If I misbehaved it was put down as, “Oh, he’s lost his dad—don’t say anything,” or, “How can we leave Stuart out?” If something went right or wrong nobody knew how to deal it, from the teachers to the students. It was almost as if the event had never happened, and it was through other circumstances—I have spoken about this in the main Chamber—that I discovered the impact that it had on me. It took me many years to deal with it myself, but if I had had that education and awareness, and it could have been spoken about openly.