Commons Sense

House of Commons · General Debate

Emergency and Life-Saving Skills (Schools) 2026-01-13

13 January 2026 · 1 other contributor

Opened by Neil Shastri-Hurst Con Solihull West and Shirley

Education

Summarised by AI from the official record, so it can contain mistakes.

Read the full transcript on Parliament.uk

At a glance

Neil Shastri-Hurst raised concerns about emergency and life-saving skills (schools) 2026-01-13 in the House of Commons. Other MPs contributed to the debate.

Key points

  • This Bill aims to ensure every child leaving school knows how to respond effectively in emergencies, including life-threatening situations.
  • The current education system lacks clear national standards for teaching emergency recognition and lifesaving interventions.
  • Evidence supports that these skills improve outcomes in emergencies, both in domestic accidents and mass-casualty scenarios.

How the debate unfolded

MPs spoke in turn to share their views and ask questions. Here's what each person said.

Opened the debate

Neil Shastri-Hurst Con Solihull West and Shirley

This Bill seeks to ensure that every child leaving school possesses the knowledge and skills to respond effectively in emergencies, including life-threatening situations. It aims to equip young people with capabilities that matter beyond the classroom—skills that can preserve life and protect communities. The current education system leaves too much to chance; this Bill seeks to set a clear national expectation for teaching emergency recognition, summoning of emergency assistance, and practical lifesaving interventions such as stopping catastrophic bleeding. Evidence shows that these skills significantly improve outcomes in emergencies and are not confined to domestic accidents but also apply in mass-casualty scenarios.

Other contributors (1)
  • Neil Shastri-Hurst Con Solihull West and Shirley

    The Bill aims to ensure that pupils can recognise emergency situations quickly, effectively summon help, and receive practical instruction in lifesaving interventions such as managing catastrophic bleeding. It highlights the importance of repeated practice and realistic simulations for better retention and effective intervention under pressure. The training should instil practical resilience: knowing when to act, how to act, and when not to act. The Bill does not propose radical change but ensures consistency in teaching emergency response skills within the education system.

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