Education outcomes for looked after children have improved over the last 6 years. However, there are still large gaps compared with all pupils.
This research conducted by the University of Bedfordshire estimates that children in the care system are seven times more likely to be subject to imprisonment during childhood than those who are not in care, and learn to adopt a ‘survivor mentality’.
The single most common factor for children who develop resilience is having at least one stable and committed relationship with a supportive parent, caregiver, or other adult. Tony Clifford explains how teachers can use attachment theory to help Looked After Children cope with the stress of their experience.
Students who have speech, language and communication needs are not receiving the support they need to achieve their potential. Caroline Wright discusses the results of a new report that shows a decline in educational practices that support verbal communication skills development and highlights what can be done to improve this crucial area for many vulnerable students.
There has been a growing body of evidence that reading for pleasure is the most important indicator of the future success of a child. Dr Beth Southard considers a book scheme in Norwich that encourages children in care to read more.
Sue Clifford, MBE writes the second of two articles exploring how certain areas of the curriculum can be ‘triggers from the past’ for some traumatised children.
What are the consequences of turmoil in a child’s early life and how does it affect their behaviour and learning in school. Sue Clifford digs deeper into the issues and suggests some responses.
It is widely recognised that vulnerable children struggle to access learning and experience success at school. With interventions purely designed to move them on with learning they often have difficulty engaging and making progress. Perhaps something else is needed?