How can schools, children’s social care providers and other agencies work together to prevent children from becoming missing from education during transitions, including during moves out of school or care?
Background
Children and young people need support through significant educational transitions. This is vital for their long-term success. These periods, including transitions from early years through to post-16 education, training or care, can present heightened risks, particularly for vulnerable children, young people and learners. Effective transition planning requires collaboration between early years, schools, post-16 providers, social care and other agencies to ensure continuity of support and prevent disengagement. It is essential to understand the factors that influence successful transitions and the role of data sharing in order to shape policy and practice that promote stability and positive outcomes.
Next steps
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Research fields
Related UKRI funded projects
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Understanding Children's Lives and Outcomes
Understanding Children's Lives and Outcomes, led by Morag Treanor and Fiona Mitchell, will provide new insights to help better understand and deliver the best possible outcomes for children, utilising existing datasets n...
Funded by: ESRC
Lead research organisation: University of Edinburgh
Why might this be relevant?
The project specifically focuses on understanding children's lives and outcomes, including vulnerable cohorts, and aims to inform policy and practice to improve children's health, wellbeing, and attainment.
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ADR England Community Catalyst: Children at risk of poor outcomes
National and local organisations produce a wealth of valuable data, which can be used to understand how we can reduce the number of children at risk of poor social, health and educational outcomes. However, at present, t...
Funded by: ESRC
Lead research organisation: Swansea University
Why might this be relevant?
The project focuses on establishing a national community catalyst for child-focused researchers and analysts, which could indirectly contribute to preventing children from becoming missing from education during transitions.
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Understanding the Impacts of Time in Care on Educational Attainment of Young Adults Aged 16-18 in England
In many countries, the educational attainment of looked after children is far below that of the general child population. However, how being in care influences children's educational attainment is not clear. In this proj...
Funded by: ESRC
Lead research organisation: UNIVERSITY OF EXETER
Why might this be relevant?
The project examines the impacts of time in care on educational attainment of young adults, which is related to the broader issue of transitions and educational outcomes for vulnerable children.