Foreign students are classed as immigrants, a group which the government treats with contempt. Photo: Getty
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The government must stop treating international students with hostility

This year, the number of foreign students undertaking higher education in Britain fell for the first time since 1983. The government must stop treating them with contempt.

Aung San Suu Kyi, Bill Clinton, Desmond Tutu, Mahatma Gandhi. Each one of them has shaped the world in which we live and, as it happens, every one of them was educated here in Britain.

Along with the United States, the UK’s universities are the finest on the planet. The ability that this gives us to attract the world’s talent to these shores represents not only an enormous economic opportunity but also a crucial component of our nation’s cultural strength. It is something I have been proud to observe in recent months as the newly appointed chancellor of the University of Birmingham. 

I came to the UK from my birthplace of India because of the outstanding quality of its higher education institutions, but it was Britain's internationalism – its unique role as a point of congregation for ideas and creativity from around the globe – that allowed me to start Cobra Beer here.

And yet despite the mutually beneficial historic relationship between the UK and international students, this government continues to badge them as immigrants, a group it treats with a contempt bordering on outright hostility. 

That's despite new research from Universities UK, which found that only 22 per cent of the British public considers overseas students to be immigrants. Political leaders from the Deputy Prime Minister to Lord Heseltine have added their voices to the call for international students to be removed from the immigration figures. And yet the Home Office still refuses to take action, despite the evident failure of its crude policies towards controlling net migration, shown recently to have risen by 68,000 in the last year.

Net migration may be rising but one vital statistic is going the other way, with potentially severe consequences. This year the number of foreign students undertaking higher education here in Britain fell by 1 per cent – the first time a decline has been recorded since 1983. With government-sponsored poster campaigns barking “go home or face arrest” and the disastrous, failed proposal for “high risk” visa applicants from nations like Sri Lanka, India and Pakistan to pay a £3,000 "security bond" deposit upon entering the UK, it’s little wonder that the world’s brightest and best are starting to look elsewhere.

Indeed, an NUS poll carried out earlier this year recorded that 51 per cent of international students found the British government “unwelcoming”. That damage is being done to Britain's reputation on the world stage as a home for the future talent on which our economy increasingly depends couldn't be more clear. 

And while the government is helping promote a climate of hostility against overseas students, the Universities UK research clearly demonstrates that this does not reflect the public mood. 59 per cent of respondents to the survey said that the government should not reduce numbers of international students, even if such action made reducing overall immigration numbers harder. 

Our universities are competing in a zero-sum game of global proportions and every engineer, programmer and aspiring entrepreneur that we turn away will be welcomed with open arms by the likes of Canada, Germany and Australia. Given that the Department for Business, Innovation and Skills estimates overseas students contribute more than £13 billion to the UK economy, that is a prospect we should all be extremely worried about.

For years the government has been ignoring the well-founded requests of colleagues within the House of Lords and many more besides, to remove international students from the immigration statistics. Now the public has spoken too; and it is time the government started listening.

Lord Bilimoria CBE is founder and chairman of Cobra Beer, a crossbench peer and chancellor of the University of Birmingham

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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