Stability at school: What practices or supports have been most effective in reducing unnecessary school moves for children experiencing the ‘care system’, or mitigating their educational impact where moves are unavoidable?
Background
The Independent Care Review made clear that education is central to ensuring care experienced children feel loved, safe and able to reach their potential, highlighting that many barriers to learning stem from wider experiences of trauma, instability and stigma rather than education alone. Education Outcomes for ‘Looked After’ Children reporting[4] highlights persistent gaps in outcomes between pupils experiencing the ‘care system’ and their peers in terms of attainment, attendance, exclusions and destinations upon leaving school. A better understanding is needed on underlying drivers for these persistent gaps.
Next steps
Get in touch with [email protected]
Research fields
Related UKRI funded projects
-
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?
This project specifically focuses on understanding children's lives and outcomes, including looked after children, in the context of education and aims to inform policy and practice to improve outcomes.
-
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?
This project examines the impacts of being in care on educational attainment, providing insights that can guide policymakers and practitioners in improving outcomes for looked after children.
-
Exploring whole-system intervention to improve mental health and wellbeing through schools.
The integration of health and education policy and practice, with a specific focus on the role of schools in mental health education and preventative intervention, is of major topical concern. There is strong support in ...
Funded by: ESRC
Lead research organisation: University of Brighton
Why might this be relevant?
While this project focuses on mental health and wellbeing in schools, it may provide insights on the impact of interventions on vulnerable pupils, which could be relevant to reducing unnecessary school moves for care experienced children.