1.1a. How do the educational needs and experiences of children and young people known to social care influence their learning outcomes? What strategies in schools and further education settings are most effective in supporting these learners to achieve well?
Background
Inclusion focuses on understanding the challenges and protective factors that influence inclusion, belonging, and fair access to high-quality education and care. We want to explore what works in practice to support children, young people and learners who face the highest barriers. This includes looking at the approaches that have the greatest impact on their achievement, wellbeing and long-term outcomes. It involves examining effective strategies for multi-agency collaboration, early identification and action in response to identified needs, and adapting provision to meet diverse challenges. We are interested in finding out how high-quality inclusive practice is shaped by local context. We also want to see where providers show exceptional practice and strong outcomes across all the areas we regulate and inspect.
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?
Partially relevant as it focuses on educational exclusions and absences, but not specifically on the educational needs and experiences of children known to social care.
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Comparing health outcomes for care experienced children and children in the general population in Scotland using linked administrative data
Children who are in the care of their local authority (care experienced children, CEC) are one of the most vulnerable groups of people in the society. In 2017 approximately 15,000 children in Scotland were visited by soc...
Funded by: ESRC
Lead research organisation: University of Glasgow
Why might this be relevant?
Fully relevant as it specifically addresses the health outcomes of care experienced children in Scotland, providing national level evidence.
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Looked-after children in Wales: An analysis of the backgrounds of children entering public care
The doctoral research around which my fellowship is centred explored the differences between local authorities in Wales in the rates at which they place children in out of home care, referred to as being a 'looked after'...
Funded by: ESRC
Lead research organisation: CARDIFF UNIVERSITY
Why might this be relevant?
Partially relevant as it focuses on looked-after children in Wales, which may provide insights but not directly address the educational needs and experiences of children known to social care.