The French attack on the veil

The proposed ban is wrong and disproportionate.

From the BBC website:

France's lower house of parliament has overwhelmingly approved a bill that would ban wearing the Islamic full veil in public.

There were 335 votes for the bill and only one against in the 557-seat National Assembly.

I think the proposed French ban on the face-veil is wrong and disproportionate, not to mention Islamophobic. As I wrote in a New Statesman cover story on this contentious subject a few weeks ago:

Is support for a ban among Europe's political leaders, and the alarmist and vitriolic rhetoric that so often goes with it, really an expression of concern for Muslim women? And why, when confronted with a multitude of social and economic problems, including a debt crisis that could destroy its common currency, are they so obsessed with a small piece of cloth that so few women wear over their face? It is difficult to understand why so much political capital across the continent is being spent passing legislation to ban it, despite its minuscule impact on European societies.

In truth, the moves towards a ban seem primarily driven by a fear of Islam, the fastest-growing faith on the continent, and an inability on the part of Muslims and non-Muslims alike to discuss the future of Islam in Europe calmly. As the hijab-wearing British Muslim writer Fareena Alam pointed out in 2006, the controversy over the veil "has more to do with Europe's own identity crisis than with the presence of some 'dangerous other'. At a time when post-communist, secular, democratic Europe was supposed to have been ascendant, playing its decisive role at the end of history, Islam came and spoiled the party."

Meanwhile, Madeleine Bunting, over on CIF, has posted a brilliant response to the French vote, in which she writes:

The veil debate is making it entirely legitimate to pillory, mock and ridicule a tiny number of women on the basis of what they wear. French politicians described the full veil as a "walking coffin"; on comment threads online there is contempt and sneers for the full veil and those who wear it -- "hiding under a blanket", "going round with a paper bag over your head". In France it is estimated there are only 2,000 women who cover their faces with the burqa or the niqab out of a Muslim population of five million. The response is out of all proportion.

Let's be clear: the niqab and burqa are extreme interpretations of the Islamic requirement for modest dress; few Islamic scholars advocate their use, and many -- including Tariq Ramadan -- have urged women not to use them. They are as alien to many Muslim cultures as they are to the west. And yes, there are instances of patriarchy where some women might be encouraged or even forced to wear a full veil by their husbands or fathers. But generalisations don't fit. Increasingly, young women are choosing to wear the full veil, seeing it as a powerful statement of identity.

Invoking the full weight of the state to police dress codes in public is an extraordinary extension of state powers over an aspect of citizen behaviour which is largely regarded as your own business. Provided you are wearing some clothing, western public space is a free-for-all, and across every capital in Europe that is strikingly self-evident.

I hope it stays that way but I have my fears . . .

Mehdi Hasan is a contributing writer for the New Statesman and the co-author of Ed: The Milibands and the Making of a Labour Leader. He was the New Statesman's senior editor (politics) from 2009-12.

Getty
Show Hide image

As children face a mental health crisis, should schools take the lead in fighting it?

There is a crisis affecting the mental health of England's young people. As Children’s Mental Health Week gets underway, the government must put schools at the heart of mental health services.

Three children in every classroom have a diagnosable mental health condition. Half of these are conduct (behavioural) disorders, while one third are emotional disorders such as stress, anxiety and depression, which often becomes outwardly apparent through self-harm. There was a staggering 52 per cent jump in hospital admissions for children and young people who had self-harmed between 2009 and 2015.

Schools and teachers have consistently reported the scale of the problem since 2009. Last year, over half of teachers reported that more of their pupils experience mental health problems than in the past. But teachers also consistently report how ill-equipped they feel to meet pupils’ mental health needs, and often cite a lack of training, expertise and support from NHS services.

Part of the reason for the increased pressure on schools is that there are now fewer ‘early intervention’ and low-level mental health services based in the community. Cuts to local authority budgets since 2010 have resulted in significant erosion of these services, despite strong evidence of their effectiveness in reducing escalation and crises further down the line. According to the parliamentary Health Select Committee, this has led specialist child and adolescent mental health services (CAMHS) to become inundated with more severe and complex cases that have been allowed to escalate through a lack of early treatment.

This matters.  Allowing the mental health of children and young people to deteriorate to this extent will prevent us from creating a healthy, happy, economically productive society.

So what part should schools play in government’s response?

During the last parliament, the government played down the role of schools in meeting pupils’ mental health and wider emotional needs. Michael Gove, during his tenure as education secretary, made a conscious decision to move away from the Every Child Matters framework, which obliged local authorities to work with schools and health services to improve the ‘physical and mental wellbeing’ of all children in their local area. He argued that schools policy needed to focus more heavily on academic outcomes and educational rigour, and references to children’s wellbeing were removed from the Ofsted framework. This created a false dichotomy between academic standards and pupils’ mental health - why can’t a school promote both?

But since Gove was replaced by Nicky Morgan, a new window of opportunity for meaningful reform has opened. Following her appointment in 2014, Morgan has called on schools to promote resilience and protect pupil’s mental health when problems first arise. The Department for Education has made tentative steps in this direction, publishing advice on counselling in schools and announcing a new pilot scheme to link schools with NHS services.

However, much more needs to be done.

The only way to break the pressures on both mental health services and schools is to reinvest in early intervention services of the kind that local authorities and the NHS have been forced to cut over the last few years. But this time around there should be one major difference – there is a compelling case that services should be based largely inside schools.

There are strong arguments for why schools are best placed to provide mental health services. Schools see young people more than any other service, giving them a unique ability to get to hard-to-reach children and young people and build meaningful relationships with them over time. Studies have shown that children and young people largely prefer to see a counsellor in school rather than in an outside environment, and attendance rates for school-based services such as those provided by the charity Place2Be are often better than those for CAMHS. Young people have reported that for low-level conditions such as stress and anxiety, a clinical NHS setting can sometimes be daunting and off-putting.

There are already examples of innovative schools which combine mental health and wellbeing provision with a strong academic curriculum. For example, School 21 in East London dedicates 2.5 hours per week to wellbeing, creating opportunities for pastoral staff to identify problems as early as possible.

There is a huge opportunity for Nicky Morgan – as well as Labour’s shadow mental health minister Luciana Berger – to call for schools to be placed at the heart of a reconstructed early intervention infrastructure.

This will, though, require a huge cultural shift. Politicians, policymakers, commissioners and school leaders must be brave enough to make the leap in to reimagining schools as providers of health as well as education services.

Craig Thorley is a research fellow at IPPR, where he leads work on mental health. Follow him @craigjthorley