Josh Dean MP: speeches

Speeches

• 30 Jun 2026 · Financial Inclusion: Young People · Hansard source

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  I beg to move, That this House has considered financial inclusion for young people. It is a pleasure to see you in the Chair, Sir John. Today, young people are one of the groups most at risk of financial exclusion. Analysis by Fair4All Finance has identified 2 million unsteady starters in financially vulnerable circumstances across the UK. That includes 11% of financially vulnerable adults in Hertford and Stortford. Predominantly under 35, those young people are facing a combination of pressures: low financial resilience, higher housing costs, insecure work, rising insurance costs and a growing exposure to online financial risks. They experience poorer financial wellbeing as a result, closely linked to poor mental health, creating a vicious cycle that can undermine their educational attainment, employment prospects and economic participation. Financial inclusion is about more than access to banking; it is about access to affordable credit, insurance, savings, trusted financial guidance and opportunities to build a financial track record. I am pleased that the Government have recognised the importance of tackling financial exclusion in the financial inclusion strategy. If we can break down the barriers to financial inclusion, we can improve the lives of millions of people and unlock growth across the country. In this afternoon’s debate, I want to examine the barriers to financial inclusion that young adults face, and consider where Ministers could build on the financial inclusion strategy to prioritise practical interventions to support young people. Although a young person may pay rent regularly, meet mobile phone payments or have built responsible financial habits, they often lack sufficient credit history to access mainstream financial products on fair terms. We know that young adults are over-represented in the gig economy, temporary employment roles, part-time work and on zero-hours contracts. The insecure and variable income they receive is compounded by the high cost of living. It is harder for them to budget effectively or qualify for mainstream financial products, and they are more reliant on costly forms of borrowing as a result. As the cost of living crisis continues to eat into disposable incomes, young people struggle to build emergency or long-term savings. They typically have fewer savings than older adults, which leaves them acutely vulnerable to financial shocks: losing a job, an unexpected bill, increased rent or transport costs. In those circumstances, without emergency savings to draw on, many face a poverty premium, paying more in the long term through instalments because they cannot afford the cost of an up-front payment.

• 30 Jun 2026 · Financial Inclusion: Young People · Hansard source

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  I could not agree more about the importance of financial education for young people, which I will come to in my speech. We can already see how those overlapping pressures exacerbate a young person’s financial insecurity. Insurance is another area where they are left facing vulnerability to financial shocks that they are already ill-equipped to absorb. I was shocked to learn that 18 to 24-year-olds are significantly less likely to hold contents insurance, even though they are more likely to experience flood damage, escape of water, fire damage, burglary and theft. That is especially true when they live in rented accommodation, which many young adults do. I want to draw particular attention to the cost of motor insurance. Young people often make significant personal investments in driving lessons, to make it easier to get to work or education, only to find they cannot access affordable insurance when they pass their test. That directly impacts their ability to access work, training and other opportunities, especially in semi-rural communities such as the one that I represent, and it highlights how young people can face financial exclusion even when they are doing everything right. Too often, young people are entering adulthood without the tools, confidence or support networks that they need to navigate increasingly complex financial decisions.

• 30 Jun 2026 · Financial Inclusion: Young People · Hansard source

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  I will keep it brief, Sir John. To add to the trend, I will just share the fact that my first job was in a local coffee shop. It has been great to hear about rurality, the importance of car insurance, social media, fraud and student loans; I will not share just how high my student loan bill is, having checked recently. The importance of financial inclusion has really been brought to life, as have the challenges that young people face. I thank all Members who have contributed to this important debate, and I thank the Minister for her response. Every young person deserves to build a secure and sustainable financial future. I hope that the Treasury will continue to think ambitiously about how we can support them in doing so. Question put and agreed to. Resolved, That this House has considered financial inclusion for young people.

• 30 Jun 2026 · Financial Inclusion: Young People · Hansard source

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  I could not agree more about the importance of regulating access to financial information across social media and AI, which is an emerging challenge. Embedding financial education in school is so important, particularly ahead of the social media ban, which my hon. Friend mentions. Research has shown that young people have the lowest confidence in managing their money. The latest MoneyView survey from the Money and Pensions Service found that although 41% of adults lack confidence managing money, the figure rises to 63% for 18 to 24-year-olds. That is the highest for any age group. I welcome measures in the financial inclusion strategy to embed financial education in the primary school curriculum, helping children to develop healthy attitudes towards money at the earliest stage, but there is a need to go further. A report in 2025 by the London Foundation for Banking & Finance highlighted a significant gap in financial education provision. Financial capability programmes are concentrated in primary schools, the early years of secondary school and workplaces. There is comparatively little structured support for young people aged 16 to 24 as they transition to financial independence. That is one of the most financially vulnerable periods in a young person’s life. They have to navigate leaving school, entering work or going to university, and living independently for the first time. Particularly as students, young people are vulnerable to developing bad financial habits, experiencing a financial crisis or falling into debt. They are often having to balance their education with work. If a financial crisis hits, they face the prospect of sacrificing more of their education to pay down debt, with a potential impact on their future life chances. These significant moments in a young person’s life are when small mistakes and unexpected costs can quickly escalate. Early support in this transition period is critical to prevent longer-term financial problems. All this takes place in a rapidly evolving digital landscape. Young adults are adopting AI tools faster than older generations, which is providing them with opportunities for more accessible guidance, but leaving them at risk of exposure to inaccurate information, scams and poor or misleading financial recommendations. MoneySuperMarket’s latest Money Talks research with the Campaign Against Living Miserably found that 44% of 18 to 34-year-olds are turning to generative AI as a private space to express their money worries. That is almost half of young people who are being exposed to unregulated financial advice. Financial exclusion does not only increase economic inequality between those who have savings, access to financial education and good support networks, and those who do not; it also has a significant impact on young people’s mental health. Financial anxiety is no longer associated just with moments of crisis. For many, it has become a daily occurrence. Research from MoneySuperMarket, CALM and UM showed that one in two young adults is in debt, one in four young people has used a food bank in the past year and, more than social media, body image or relationships, money is the topic causing young people the most worry right now. Young adults are 77% more likely to have experienced suicidal thoughts because of issues with money or money worries than the wider adult population. One in 10 young adults with debt will have had suicidal thoughts in the past 12 months because of worries about making repayments. There is a profound link between financial difficulties and poor mental health. It is often cyclical, with financial stress leading to more mental health challenges, and poorer mental health making financial management harder. We must recognise that relationship and how financial insecurity and exclusion are leaving young people lacking agency in our society and without hope. Beyond arguments about economic growth and inactivity, this alone should spur us on to do better. What might solutions to the barriers I have set out look like, and where might we be able to go further? First, on credit visibility, small sum lending can support young people with thin or non-existent credit files to establish their financial identity, and therefore access affordable financial products. For example, Fair4All Finance is piloting small sum lending in partnership with Monzo, and I would be keen to hear the Minister’s reflections on the role of small sum lending in that area. What further action can the Government can take alongside regulators to support young people to establish a financial track record? Secondly, on insurance affordability the interim findings of the recent Milburn review highlighted the stark challenge of 1 million young people who are not in education, employment or training. I know the Government are committed to tackling the high number of NEETs, but I would be grateful if the Minister would set out what work is being undertaken with regulators and industry to improve access to affordable motor insurance for young drivers, and to tackle the prohibitive costs restricting their access to work and education, leaving them financially excluded. Modelling from WPI Economics has found that improvement in that area could increase the UK’s GDP by £369 million annually through increased employment and participation in the labour market—there is an economic opportunity here. Thirdly, will the Minister reflect on how the Government can expand financial education and support in that critical period of transition for 16 to 24-year-olds, and share what consideration she has given to the growing influence of AI on financial decision making? Finally, on financial wellbeing and mental health, will the Minister commit to working across Departments to ensure that financial resilience forms part of the Government’s wider approach to supporting young people’s mental health and wellbeing? If we want to grow the economy, tackle the NEET challenge and improve young people’s mental health and wellbeing, we must ensure that they are not excluded from the financial system that underpins modern life. Real financial inclusion must mean that every young person can build a secure and sustainable financial future. A young adult who can save, build a credit history, access affordable insurance and make informed decisions about their finances is more likely to succeed in work, education and life. They will feel that they have agency in our society, and they will have hope for the future.

• 17 Mar 2026 · Youth Unemployment · Hansard source

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  I really welcome this Government’s investment in our young people’s futures, but almost half of NEET young people are disconnected from the benefit system and traditional support. I know from my experience of leaving school at 16 just how much of a difference youth workers and trusted adults can make in giving those hidden young people a bridge into support. Can the Secretary of State say a little more about the role that he sees trusted adults playing in supporting young people into work, and reflect on the work of the pilots and the youth trailblazer areas in looking at the co-location of youth services and employment support?

• 11 Mar 2026 · Engagements · Hansard source

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  Q5. Too often, I hear from families of children with special educational needs and disabilities in Hertford and Stortford whose children have been left out of education for months or even years because they cannot get a school place that meets their needs within a reasonable distance. I am campaigning for more investment in the bricks and mortar SEND provision that semi-rural communities like ours need, so that families can access support early and easily and their children can thrive in education. Will the Prime Minister back my campaign to expand SEND provision in Hertford and Stortford, and will he arrange a meeting with the relevant Minister to discuss that in more detail?

• 9 Mar 2026 · Support for NEET Young People · Hansard source

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  A young person with undiagnosed attention deficit hyperactivity disorder is more likely not to be in education, employment or training. That is driven by a lack of recognition, treatment and tailored support. The expert-led NHS ADHD taskforce estimates that the cost to the UK economy of unsupported ADHD is £17 billion each year, but, with the right support, young people with ADHD can thrive. Will the Secretary of State set out how the Department is working across Government, including through the Milburn review, to ensure that young people with ADHD can access the support they need to thrive in work and reach their potential?

• 9 Mar 2026 · Support for NEET Young People · Hansard source

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  13. What steps he is taking to support young people into employment, education or training.

• 20 Jan 2026 · ADHD Diagnosis · Hansard source

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  A number of colleagues have spoken movingly about the individual circumstances of their constituents. I want to speak about individual circumstances, as I was diagnosed with ADHD last year. I recently bumped into a friend at an event who had also been diagnosed. I am one of those people with ADHD who takes medication, and she asked me, “When you first took your medication, did you get emotional as well?” The answer was yes, I did. I got emotional for the same reason so many people with ADHD become emotional the first time they take their medication. They realise what so many other people have been able to live like for so many years. They realise that they are not lazy or stupid but just a bit different, needing a little extra support. My hon. Friend the Member for Sefton Central (Bill Esterson) is correct that diagnosis is a gateway to support, not an end in itself. When I speak to people with ADHD, I hear that the difference that diagnosis and support make is almost a universal experience. Many describe it as life-changing, and I certainly do. I am keen to make this point. It is so good to hear from colleagues who are willing to share their experiences. In these discussions it is important to recognise that an ADHD diagnosis is not a problem to be managed or a game of numbers; it is about supporting people, identifying a challenge and finding resolve and support for something that otherwise might have been treated as disruptive behaviour. Instead, we can support them to be their best and most productive selves. Briefly, in the time I have left, I want to turn to the number of young people with ADHD not in employment, education or training. Will the Minister touch on whether the independent review of mental health conditions, ADHD and autism prevalence will interact with the review from the Department for Work and Pensions on NEET rates?

• 10 Dec 2025 · Engagements · Hansard source

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  Q8. Of the almost 1 million young people not in education, employment or training, hundreds of thousands are disconnected from the system entirely. Youth workers have a unique ability to bridge young people into support. I would not be stood here today if I had not been supported by a youth worker called Russell when I dropped out of school. Will the Prime Minister use the national youth strategy to deliver a shared long-term vision for young people’s outcomes, with good work as a central pillar, and youth workers and trusted adults at its heart?

• 26 Nov 2025 · Young People not in Education, Employment or Training · Hansard source

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  It is a pleasure to serve with you in the Chair, Mr Dowd. I thank my hon. Friend the Member for Amber Valley (Linsey Farnsworth) for securing the debate. Of the almost 1 million young people not in education, employment or training, almost 600,000 are economically inactive and disengaged from mainstream employment support, and around 400,000 are hidden NEETs—unemployed, but not claiming universal credit. I will focus my remarks on those young people. I welcome the measures brought forward by the Government, but this is a crisis of opportunity that cannot be tackled through a strong employment and skills offer alone. That is why we must be more effective in identifying, reaching and engaging young people to bridge them into support. Youth workers and trusted adults are the missing piece of the puzzle to unlock the potential of NEET young people. They can build young people’s confidence and resilience; address barriers across education, mental health or employment; act as a gateway to proven interventions; and reduce the risk of disengagement through advocacy and guidance. That claim is supported by a growing evidence base: a paper from the Youth Futures Foundation, published earlier this year, identified the unique role that trusted adults can play in identifying and engaging harder-to-reach young people, and explored their role in delivering the change required to address that challenge. We know, for example, that mental ill health has an impact on economic inactivity among young people, and that this is driven in part by a reduction in child and youth services. We need to take a holistic approach across Government. As we move ahead with some really strong flagship offers for young people—the national youth strategy, the youth guarantee and Young Futures hubs—we have an opportunity to deliver a shared long-term vision for young people across Government that puts relationships with trusted adults and the need for good employment at its heart. The integration of youth provision, employment and skills support is being explored in some youth guarantee trailblazer areas. In his response, could the Minister reflect on its impact in those areas and whether that offers a model for elsewhere in the country?

• 5 Nov 2025 · Curriculum and Assessment Review · Hansard source

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  I really welcome the review’s focus on social justice and the critical skills needed for work and life. We know that young people face an unprecedented mental health crisis. Can the Secretary of State reassure me that young people’s wellbeing will be a material consideration for her Department in implementing the review’s recommendations, particularly on assessment reform? Does she agree that mental wellbeing and resilience are also critical skills that we should support young people to develop, and that they too should be included in reform of the curriculum?

• 29 Oct 2025 · International Baccalaureate: Funding in State Schools · Hansard source

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  It is a pleasure to serve with you in the Chair, Sir Roger. I thank the hon. Member for Didcot and Wantage (Olly Glover) for securing this morning’s debate. Hockerill Anglo-European College in Bishop’s Stortford is one of the 20 or so state schools across the country to offer the international baccalaureate diploma. A vibrant day and boarding school, Hockerill’s post-16 provision is based entirely on the IB diploma, and it is the only school in our community to offer the programme. The removal of the large programme uplift funding for the international baccalaureate programme by the Department for Education would seriously impact Hockerill’s ability to offer the IB. Hockerill’s sixth form open morning for the next school year takes place in just under a month, and the letter notifying the school of the changes arrived on 1 October—the same day its promotional material for the sixth form was signed off. The school had received no previous indication of potential changes and had not been consulted. The letter professed to let it know about them “in good time” in case it needed “to consider changes” to its “provision and plans”. However, when I met the principal last week, he was clear that, with the prospectus signed off and families due to walk through the door for their open morning, there simply is not time to make drastic changes to provision and that the school will be unable to offer the IB following the changes. That decision does not take place in a vacuum. Hockerill is an international boarding school as well as a local state school, but the additional income that that once provided has been severely impacted by changes following Brexit. Furthermore, like many state schools, Hockerill has seen a dramatic rise in the number of children with special educational needs and disabilities and education, health and care plans, and the additional provision it offers has also had a significant impact on its budget. The IB diploma has made up Hockerill’s sole post-16 provision for many years. The school has already advertised that provision to its current year 11 and to year 11 students across our community, and it intends to honour that offer. That means that it will run the provision with reduced transitional funding next year and without the LPU the following year, meaning it will have to consider taking money from elsewhere in an already stretched budget. Will the Minister reflect in his response on what consideration the DFE has given to schools such as Hockerill, which did not expect to make drastic changes to their post-16 provision in such a short timeframe, and on how it intends to support them to make any changes? Will he also set out what consideration the DFE has given to, at minimum, extending the transitional funding for a further year to allow schools such as Hockerill to complete the IB programme for current year 11s going into the sixth form, thus reducing disruption? Finally, will he urgently meet me to discuss Hockerill’s case, how the changes will impact the school community and our town, and the wider challenges being faced?

• 15 Oct 2025 · Jhoots Pharmacy · Hansard source

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  Last week I met staff from Jhoots Pharmacy in Thorley and was shocked when they told me that they had been unpaid for months but were still working. Some were struggling with their mortgages or unable to afford food for their children’s school lunches. Their concern was for their residents, many of whom are elderly and vulnerable, who have been left without essential medication because of stock issues and unexpected closures. They are good, decent people who want to provide a community service for our residents. Will the Minister assure my constituents directly that the Department will look at all possible options and work across Government where relevant to address the situation that allowed this to become a problem and the specific situation affecting my constituents now?

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  I beg to move, That this House has considered reforming the educational assessment system. It is a pleasure to serve under your chairship, Ms Lewell. Over the summer, another cohort of young people finished their exams, marking the end of a period that left many feeling overwhelmed, anxious or uncertain about the future. Young people are growing up at the sharp end of so many challenges. We can see that reflected in recent figures from NHS England: one in four young people are struggling with their mental health, and the number of 16 to 24-year-olds with a common mental health condition is up by more than a third in a decade. We face an unprecedented a youth mental health crisis. I am proud to sit behind a Labour Government that recognise the scale of the challenge. Almost 1 million more pupils will have access to school-based mental health support this year, and 6,700 additional mental health workers have been recruited since last July. But we cannot ignore the impact that the exam system is having on children and young people’s mental health. We must go further. Paddy, a YoungMinds activist, gave a striking account of his A-level experience. He said that: “From the start of Year 13,1 found it difficult to think about anything other than exams. At school, I would hardly eat anything, as I was so focussed on studying. The exams massively heightened my OCD. It seemed to know these exams were incredibly important to me, and it went on the attack. The peak was the night before one exam, when I had a complete breakdown and could not stop crying. The pressure was enormous, and I felt like I was drowning in the sea of pressure. Two years after finishing my exams, I still have nightmares about them, imagining I’m back in the exam hall.” Paddy’s experience is not an isolated example. Research from the YoungMinds Missing the Mark campaign reveals the profound impact that exams are having on children and young people. Over 60% of GCSE and A-level students struggled to cope during exam season, with many experiencing panic attacks, or even suicidal thoughts and self-harm, and taking time off school. At just 11 years old, year 6 pupils said that their SATS made them question their abilities for the first time in their lives, losing confidence and missing out on sleep as a result. Let me be clear: I am not making an anti-exams argument. Exams help to level the playing field, and there will always be a place for them. But there is a clear imbalance in the system. Young people are simply sitting too many exams in a concentrated timeframe that puts unacceptable pressure on pupils and teachers alike. Reforms to GCSEs over the last decade have led to an eight-hour increase in exam time, with end-of-course exams nearly all taken over a period of six weeks in a single summer term. Sixteen-year-olds in England spend approximately 31.5 hours sitting their GCSE exams. Compare that to Victoria in Australia, where students in low secondary sit around four hours of centralised exams; in Alberta in Canada it is 10 hours, in Poland it is 12, and in the Republic of Ireland it is 16. I argue that we are now seeing the fallout of those changes: a much less flexible system that is contributing to a deepening mental health crisis. Eight in 10 education leaders surveyed by the Association of School and College Leaders said that reformed GCSEs had created greater levels of stress and anxiety among their students. The current system is not just damaging to wellbeing; it is failing to effectively assess the skills that young people need today. A focus on memory recall is pushing educators to teach to the test, covering content at pace at the expense of developing a depth of understanding.

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  I could not agree more with the point my hon. Friend makes. I held a number of roundtables with parents and carers in my constituency over the summer as well. We were discussing the SEN challenges we face in Hertfordshire. At every session I held, parents and carers talked about the inflexibility of the system. Getting the reforms right to ensure that the system provides that flexibility and caters for all students could not be more important. My hon. Friend is right to highlight that, because everything we have talked about so far disproportionately impacts the most disadvantaged. Schools in the most deprived areas spend more time preparing for SATs; 76% of children with SEND do not reach the expected standards at the end of year 6, which rises to 91% of pupils with an education, health and care plan. Students with a history of poor mental health are at particular risk, which is even more acute for care-experienced young people, given the prevalence of mental health conditions in that group. Young people deserve a fairer, more balanced approach to assessment, where wellbeing and academic success are not at odds with one another.

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  Again, I could not agree more. Being trapped in that cycle of failure leaves a mark on young people. We want young people to leave school ready for work and life, and to thrive with confidence. A system that grinds them down cannot be correct. I could not agree more on the point of post-16. I have had a number of conversations about that over recent weeks. That is an area that desperately needs reform, so that we get our young people ready to thrive in life. The independent curriculum and assessment review offers a vital opportunity to tackle that injustice and one of the upstream drivers of the youth mental health crisis, and build a system fit for the 21st century. No 11-year-old child should feel bad about themselves because of exams. SATs are used to rank the performance of schools; they are not supporting children’s learning. Timed tests over four days in year 6 are neither a reliable way to capture a pupil’s knowledge and abilities, nor a way to monitor school standards. Assessment should support a pupil’s learning and be clearly separated from school performance metrics, because placing the burden of accountability on children at such a formative age cannot be right.

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  The hon. Gentleman has talked a lot about stress. I acknowledge the point about resilience, which is why we need that in the curriculum, but would he equate stress to panic attacks, suicidal thoughts and self-harm? I would say that those are two very different things, and that desperately needs to be addressed in the system.

• 15 Oct 2025 · Educational Assessment System Reform · Hansard source

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  I cannot remember the numbers off the top of my head, but my hon. Friend is right to highlight the number of secondary schools that retest students because of the lack of reliance and belief that SATs accurately measure their ability. We urgently need to rethink our approach to assessment at the primary level, and all options should be on the table. I would be grateful if the Minister could address the concern around SATs in her response, and confirm the Department’s commitment to addressing them when the curriculum and assessment review concludes. We need to rebalance the system, reducing the dominance of high-stakes, end-of-course exams for GCSE and A-level students. A diversification of assessment methods could reduce pressure on young people, allowing them to showcase a broader range of strengths and better prepare them for life after school. I would be grateful if the Minister could confirm whether the Department would implement such an approach, should it be recommended in the independent curriculum and assessment review’s final report. Moving away from reliance on traditional exams and reducing the volume of exams that young people sit does not mean sacrificing rigour, as set out in Cambridge OCR’s “Striking the balance” report. It concluded that the overall volume of exams can be reduced without impacting the reliability of grades, and that greater consideration should be given to non-exam assessments. A well-designed, modular, multimodal system could be equally robust and offer fairer, more balanced ways to measure achievement. Universities across the country already do that to great effect and could offer a model to learn from for our school system. More widely, a whole-school approach is essential to supporting children and young people’s mental health. An assessment system that balances wellbeing and academic success would be complemented by a curriculum, teaching and learning approach that promotes resilience and supports social and emotional learning. Will the Minister confirm that wellbeing will be a central focus in the Department’s approach when it comes to implementing the findings of the independent curriculum and assessment review and more generally? I am under no illusions that reform of the assessment system is a silver bullet to resolve the youth mental health crisis. Young people sit at the intersection of many complicated challenges, and this must be part of a wider piece of work to support them. I recognise that it will take time and will need to be phased in, to avoid overwhelming the education system, in consultation with our educators. But children and young people are experts in their experiences. When they tell us something is wrong, it is our responsibility in this House to listen and act accordingly, not decide that we know better. The last major reform of the assessment system took place a decade ago. We cannot miss this opportunity to get it right for young people. They need us to embrace ambitious reform now, not in another 10 years, to help tackle the youth mental health crisis and deliver a lasting assessment system that supports their wellbeing and their academic success and better prepares them for work and life.

• 9 Sept 2025 · Neurodivergent People: Employment · Hansard source

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  It is a pleasure to serve with you in the Chair this afternoon, Ms McVey. I thank the hon. Member for Ely and East Cambridgeshire (Charlotte Cane) for securing this important debate. It is a pleasure to be able to contribute. In my office we are very open about neurodivergence, and I am proud to work with a neurodiverse team on behalf of our residents in Hertford and Stortford. Without the support and insights of my team, I would not have been able to recognise my own neurodivergence. In May this year I was diagnosed with ADHD, something that I am learning to navigate alongside my role as an MP and in daily life. When I was first diagnosed, I did not think much of it. I had always known that there was something just a little bit different—with a mum who is a special educational needs co-ordinator, we probably should have realised just a little bit earlier. But as time has passed, I have had the opportunity to reflect on what my diagnosis means for daily life and how it has helped me to answer questions about some of the challenges I encountered in school and work which, until now, seemed to defy explanation. Why did my mind wander, even in subjects I really enjoyed while I was at school? Why did I feel the need to jump from task to task without finishing or, almost without realising it, to procrastinate when I was approaching something difficult? I felt anxious that I was lazy or stupid, and when I was pulled up on it, I could not explain it. Now, with the right support and medication, the fog that I have unknowingly carried around with me for most of my life has lifted and I can see that I am neither of those things—just a little bit different. I choose now to speak openly about my experience and how it made me feel, because I hope that it will encourage any young person living with those same anxieties to seek the support that they need to overcome them and because I want them to know that they can be an MP or do whatever else it is they want to do while living with ADHD or any other kind of neurodivergence. Neurodivergent young people—all neurodivergent people—are brimming with talent, but too often the additional support or alternative provisions they need to thrive are lacking. We can see that in the challenges that they experience when seeking employment. Young people, in particular, face specific barriers to accessing employment, especially in the transition from education to work. Over the summer, I met families, parents and carers across Hertford and Stortford to discuss their experiences of the SEND system. Without straying too far from the topic of the debate, I want to share two things they shared with me that I believe are important. The first is that early identification, whole-family support and access to the right care, support and educational and social opportunities are essential in paving the way for neurodivergent young people to achieve better outcomes when accessing employment. The second is the need for personalised, long-term support for neurodivergent young people as they make the transition not just from education to employment, but from children’s to adult’s services. Support to stay in employment is crucial too. I know that the Minister takes these issues seriously, so I would be grateful if he could touch in his response on the work that he and the Department are undertaking, both within the Department and across Government, to ensure that neurodivergent young people can access timely diagnoses and support. On the point about fantastic businesses and charities in our constituencies, will he also tell us how the Government will learn from and support organisations such as Mudlarks in my constituency, which has been working with young people and neurodivergent and learning-disabled people for many years, providing vital and valuable opportunities?

• 22 Jul 2025 · Topical Questions · Hansard source

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  T4. My ADHD—attention deficit hyperactivity disorder—diagnosis in May this year helped to answer questions about my life and to put support in place to improve it, but we know that over 300,000 children are waiting for an assessment and that untreated ADHD affects educational attainment, employment prospects and health outcomes. Will the Secretary of State set out the Department’s plans to improve access to assessments and treatment for ADHD? Will he work across Government to develop a long-term, joined-up approach to ADHD care?

• 8 Jul 2025 · Down’s Syndrome Regression Disorder · Hansard source

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  I am grateful to my hon. Friend for securing this important debate. My constituent Ruth’s son has DSRD, which has impacted his mobility, and means that he is prone to outbursts and is struggling to access education. It took a long time for Jude to be diagnosed. In the UK, I understand, no diagnostic or treatment plan is in place. Does my hon. Friend agree that research into the area is critical and that, were a neurotypical person to present with such regression, it would be treated as the medical emergency that it is?