In the UK, there are over 78,000 children who are classed as ‘looked after. This means that they are not living with their birth parents and instead are being looked after by someone else. For many of these children, school is their only constant in life and it is therefore crucial that schools provide them with the support they need to thrive. In this article, we will discuss how schools can support the well-being of looked-after children and ensure that they have a positive educational experience.
What does ‘Looked-after’ Mean?
Children who are ‘looked after’ are usually in the care of a local authority, or fostering agency, or placed with new guardians. Children can be placed for many reasons such as; if they have been neglected or abused, their parents are unable to care for them or if they have been involved in crime. While in care, it is the responsibility of the local authority to make sure that the child’s needs are met and that they are safe.
This includes making sure that the child has a place to live, food, clothes and access to education and medical care. The local authority will also provide support to help the child cope with being in care and prepare for adulthood. Looked-after children often have complex needs, and they must receive the right support to help them thrive.
Emotional and Behavioural Problems
According to a study by the National Foundation of Educational Research, nearly 40% of looked-after children aged 11 to 16 have at least one diagnosed mental health disorder. This is compared to just over 10% of children who live with their birth parents. These higher rates are likely due to a combination of factors, including abuse, neglect, and instability.
As a result, looked-after children often need extra support to deal with their emotional and behavioural problems. While this can be challenging, it is important to remember that these children have been through a lot and they deserve our help.
Promoting Wellbeing in Schools
There are several things that schools can do to support the well-being of looked-after children. Firstly, it is important to raise awareness among staff and students about what it means to be looked after. This will help everyone to understand the challenges that these children face and how they can best be supported.
It is also important to make sure that looked-after children feel welcome and included in school life. This can be done by assigning a ‘buddy’ to help them settle in, providing them with a mentor or ensuring that they have access to the same opportunities as other students. Furthermore, schools should provide looked-after children with extra support if they need it.
This could include access to counselling, specialised support groups or one-to-one tuition. By doing this, we can help looked-after children to overcome their challenges and achieve success in school.
Environment
It is no secret that looked-after children often face some challenges in their lives. They may have experienced trauma, been exposed to neglect or abuse, and often have trouble forming attachments. As a result, looked-after children often struggle in school and are at risk of falling behind their peers.
However, schools can play a vital role in supporting the well-being of looked-after children. By providing a safe and nurturing environment, as well as by offering specialized support services, schools can help looked-after children to thrive.
These may include individual or group counselling, mentoring programs, and specifically designed curricula and resources. The aim of these services is to provide ‘looked-after’ children with the support they need to succeed academically and socially. Counsellors can help ‘looked-after’ children to deal with any emotional challenges they may be facing, while mentors can provide advice and guidance on everything from homework to friendships.
The specifically designed curriculum and resources can help ‘looked-after’ children to catch up on missed lessons and develop vital skills such as literacy and numeracy. With the right support, ‘looked-after’ children can thrive in school and go on to lead happy, successful lives.
Professional Help
Schools play a vital role in the lives of children, provide them with an education and a sense of routine, and offer a safe environment in which they can socialize and grow. However, for some children, schools also represent something else: stability and consistency that may be lacking in their home lives.
Looked-after children are those who are in the care of the state, typically because they have been removed from their homes due to neglect or abuse. As a result, these children often have complex needs that require the support of social workers and other professionals. By working closely with these professionals, schools can help to ensure that looked-after children receive the care and attention they need to thrive.
In addition, schools can play an important role in promoting stability in the lives of looked-after children by providing them with a sense of routine and structure. As such, it is clear that schools have an important role to play in the lives of looked-after children.
While looked-after children often face challenges, with the right support, they can overcome these difficulties and go on to lead happy, successful lives. By working closely with social workers and other professionals who are involved in their care, schools can help to ensure that these children receive the support they need. In addition, schools can play an important role in promoting stability in the lives of looked-after children by providing them with a sense of routine and structure.
FAQ
What is a looked-after child?
A looked-after child is a child who has been removed from their home due to neglect or abuse and is now in the care of the state.
What challenges do looked-after children face?
Looked-after children often have complex needs that can include emotional difficulties, behavioural problems, and learning disabilities. They may also have trouble forming attachments.
How can schools support the well-being of looked-after children?
Schools can support the well-being of looked-after children by providing a safe and nurturing environment, as well as by offering specialized support services. These may include individual or group counselling, mentoring programs, and specifically designed curricula and resources.
How can schools promote stability in the lives of looked-after children?
Schools can promote stability in the lives of looked-after children by providing them with a sense of routine and structure. This can help to offset some of the instability that these children may experience in their home lives.
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