Understanding the needs of young people in public care

Hopefully with good inter-agency and whole school systems in place, such as a designated teacher and Personal Education Plans, young people in public care will receive not only the curriculum access they have a right to, but also the support and understanding required to enable them to be full members of a school’s community.

So what are the ‘different’ or ‘additional’ needs of this group of young people? The Code of Practice (2001) describes these terms as when interventions are provided that are: ‘additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies’ (School Action) and when advice or support is provided from outside specialists ‘so that alternative interventions additional or different strategies to those provided for the pupil through School Action can be put in place’ (School Action Plus) (DfES, 2001:206). Like all other young people, those in public care are all individuals and hence they respond and react to experiences in very different ways. However, in 1996, Sandiford tried to encourage teachers to be aware of pupils’ survival strategies and to respond to challenging behavior, bearing in mind that it may reflect the following:

■ sense of loss;

■ lack of trust in adults;

■ feeling of rejection;

■ feeling of isolation;

■ feeling of confusion;

■ feeling of being stigmatized;

■ lack of personal advocacy;

■ fear of bullying;

■ feelings of being left behind

The report, Raising the Achievement of Children in Public Care (OFSTED, 2001), offers a number of useful vignettes describing some good and bad experiences of young people in public care in school. Of particular value is Section 7.8 (p. 21) where ten factors affecting achievement as viewed by pupils are described. Young people in public care may have a problem with attending school regularly for a variety of reasons, including negative past experiences of school, a fear that their siblings or carers will not still be at home when they return from school or a lack of commitment to education from carers, to name a few. They may not be able to establish a good homework timetable because of poor studying environments or lack of adult support and encouragement, or they cannot value their own work or achievements. All of these difficulties can be solved with cooperation between the carers, other teachers and/or emotional support from other adults and peers. It may be that offering individual support during a homework club, once or twice a week, may be enough to help give the young person a method of organizing homework and the realization that the school does want to help him/her to succeed. It also means that there is an adult monitoring the child’s progress and ability to cope with the curriculum, to give helpful feedback to both the carers and the teachers. It is important to try to see the problem from the young person’s perspective, so that the support the school puts in place allows learning to take place, because emotional issues are recognized, discussed and managed.

Case study

Jan, a Year 6 boy, found concentrating on his lessons extremely difficult and he would demonstrate very challenging behavior in the classroom. During discussions with the SENCO, Jan informed her that he could not concentrate because he was extremely worried that his Mum would not be able to cope with his younger brothers and sisters without him. His Dad had recently been sent to prison and had left him ‘in charge’ of the family. With this knowledge, and following discussions with Jans mother, it was agreed that Jan could ring his Mum from school at break and lunch time to check she was fine so that he could resume lessons without concern. A member of staff was also made available for Jan to go to if he was worried at any time. Mum also played a role in helping Jan to see that she was the adult in charge now and that she was going to look after him. Improvements were not sudden, but gradually with reassurance and understanding Jan was able to concentrate on his learning, knowing that his family would be fine.

Some head teachers do not willingly accept young people who are in public care onto their school roll because they fear that they will exhibit challenging behavior and cause many other difficulties. It is at this initial stage that it is vital that planning from all involved in the life of the young person in care is thoroughly considered and action carried out prior to the commencement of a placement (if the behavior is already known about) to ensure that the school, the parents or carers, the teachers, the other pupils and the pupil him or herself feel supported and encouraged. This is not an easy task, but it is one that, when achieved, can quite simply alter the life chances of the young person.

Treating young people in public care in the same way as the other pupils and expecting as much of them also is perhaps the most important aspect according to the young people themselves, especially if they are of secondary age, when asked about school support. It is therefore essential that all the adults respect this wish, while at the same time recognizing that they may well need additional monitoring or a different discipline approach if difficulties are encountered. As one head teacher commented:

We go the extra mile with the children who are looked after, to send them out of school can destroy their foster placement, can leave them roaming the streets. We are aware of why they try our patience and therefore work harder to avoid the situation or to make alternative provision within the school. (OFSTED,2001: 13)

مواضيع ذات صلة

What could be found in a Therapeutic Education program?

Social skills

Motivation

Teaching strategies

What next educators?

So how can an educator help a learner with challenging behavior?

Why is challenging behavior such a problem in schools?

Consistency

Unpredictability

The social web

The ecology of behavior

What does it mean to the educator?