I thank the hon. Member for her intervention, not least because I know that she has a great deal of expertise in this area, and of course I absolutely agree with what she says. It is also interesting that young women themselves tell us that they want things to change. Around 52% of young women who were polled said that ending domestic violence against women and children is the issue that they care most about. That is according to research carried out by Girlguiding UK in conjunction with the Fawcett Society, the British Youth Council and Populus.

All over the UK, women’s organisations are doing innovative work with these young people, often with only minimal resources. For example, Rise, a charity based in Brighton and Hove, delivers a personal, social, health and economic preventive education programme on healthy relationships to schools across the city. It is also currently working to integrate the Women’s Aid “Expect Respect” programme into work that is currently taking place in primary schools. Rise also delivers “Break for Change”, a groundbreaking group for young people who are aggressive in their relationships. That group is for the young people’s carers, too. The Home Office itself is currently running a campaign called, “This is abuse”, which is aimed at tackling teenage relationship abuse.

However, work to prevent violence against women and girls cannot be left to occasional campaigns or women’s organisations working in partnership with good schools where they can. It must be an absolutely integral part of education and policy that is delivered in every single school.

Unfortunately, it appears that the Department for Education is dragging its feet on this issue. The commitment to teaching sexual consent in personal, social and health education is welcome, but it needs to go much further and include all forms of violence against women, including teenage relationship abuse, forced marriage, FGM and sexual exploitation. It should also be linked to work on gender equality and work that challenges gender stereotypes.