The Experiences and Outcomes for Looked after Children in the UK - Term Paper Example

 Looked after Children’ (LAC) Introduction Looked after children (LAC) in the UK consist of kids or young people within the country’s care system. These individuals can be looked after away from their homes in kinship placements, foster family settings, residential care units, residential schools or secure units. Alternatively, the youngsters can be taken care of by the system at their homes, where they live with their guardians and families (Driscoll, 2011). Local care authorities have the legal responsibility to make sure that young people and looked after children gain equal access to basic amenities just like other children. Such legal obligations normally referred to as ‘corporate parent’ duties, involve making extra arrangements meant to support education, overcome discrimination stemming from perception of LAC as inferior people, and encourage involvement in all societal aspects in every way possible (Harker et al., 2003). Despite the responsibilities entrusted to the care system, there is a general consensus among many researchers that, looked after children continue to experience poorer living conditions than the mainstream population of children. This is especially the case in regard to health matters, homelessness, and academic achievement. Even though it is hard to establish the degree to which these outcomes are caused by children’s experiences before joining the care system, it is irrefutable that addition support is necessary to ensure that there is no neglect or abuse in the care providing framework. This paper provides insight into the experience and outcomes for looked after children, with particular focus on education related problems and how they can be resolved by different stakeholders. Background Since the later part of the 20th century, that is, in the 1980s, the number of children in the UK’s care system had dropped significantly. However, the number started to rise again during the early years of the 21st century, reaching a growth rate of 3 percent between the years 2008 and 2009 (Barnardo’s, 2006, p.5). By early 2011, there were more than 83,000 children in the country’s care system. Judging from statistics gathered by the national society for the prevention of cruelty to children (NSPCC), there were more than 92,000 LAC in the UK (Barnardo’s, 2006, p. 4-6). There are several reasons for young people and children to be in the care system, the principal one being neglect or abuse by caregivers. Children may, therefore, be in the care system in search for asylum (Harker et al., 2003, pp. 90-92). The care system also provides haven for disabled children, orphans, and teenage mothers among other needy youngsters. Each of the mentioned groups has varying needs and attributes, calling for equally specific care packages. It is imperative to take note of the fact that, even though young people and looked after kids face many similar problems and risks as their counterparts not within the care system, the impact of these issues is aggravated by neglect, abuse, and prevalent poverty (O'Sullivan and Westerman, 2007). Overview of the Care System in the UK Efforts to ensure the safety and comfort of children in the UK began several decades ago. The most significant step in this cause was enactment of The Children Act in 1989 (Harker et al., 2003, pp. 95-97). This act provided two principal routes via which young people could be looked after, that is, voluntary accommodation and care orders. The latter refer to court orders defined under the 31st section of the Children Act. The court orders make it possible to forcibly place a child under the care of a selected local authority. Nonetheless the court can only hand out care orders if there is satisfactory evidence indicating that a child or young person is likely to suffer, is already suffering or has been significantly harmed, if the child’s caregiver is not competent enough, or if the kid is beyond the caregiver’s control (Harker et al., 2003, 95-98). In the incidence of aforementioned factors, the designated care giving authority takes on parental responsibilities, sharing them with the child’s or young person’s birth or adoptive parents. The 20th section of the 1989 Children Act further indicates that children can be taken care of under the care system, following a voluntary agreement between caregivers and the specified local authority (Harker et al., 2003, pp. 97-99). In such arrangements, parental responsibility is still wielded by primary caregivers or parents, and they have the option to withdraw their kids from the accommodations provided by the local care authorities whenever they want, without having to give any notice. Historical progression of the children care system in the United Kingdom has been shaped by changes in areas of emphasis and identified loopholes. These gaps in the system have often been identified following scandals involving child maltreatment and consequent public complaints, as well as, advocacy for improved child care conditions. For example, the 2003 policy paper named Every Child Matters broadened the care system’s focus on all children and not only those under care (Barnardo’s, 2006, pp. 4-6). This effectively stressed the need for collaboration among multiple stakeholders and early involvement of local authorities in case of potential maltreatment. Some of the changes instigated by the policy paper included amalgamating responsibility for children’s social and education services under a single government department (Barnardo’s, 2006, p. 5). This was the first time such a feat had been achieved since 1940. Additionally, the policy change allowed for formation of child service divisions in local authorities. The departments were entrusted with similar obligations as their predecessors in the same realm. Other significant developments included the Choice Protects and Quality Protects policy initiatives (Barnardo’s, 2006, pp. 4-6). Problems Associated with the Care System Irrespective of the improved allotment of resources and expertise to the child service departments, by Choice Protects and Quality Protects policy initiatives experiences and outcomes for looked after children are still poor (Barnardo’s, 2006, p. 4-6). In the year 2007, 13 percent of children in the care system that took their GCSE examinations attained at least 5 grades ranging between A and C (Barnardo’s, 2006, p. 4-6). This was a rather low proportion, compared to the 62 percent of children not under the care of local child services establishments. Additionally, academic achievement at principal stages one, two, and three, of the UK education system was also significantly low among looked after kids (O’Sullivan and Westerman, 2007). Research also shows that, looked after youngsters have likelihood seven times higher to be permanently expelled from school, than children not within the care system. It is also noteworthy to mention that at the end of the conventional eleven year study period, 66 percent of kids under care remain at school, in comparison to 80 percent of ordinary youngsters who successfully graduate from school (O’Sullivan and Westerman, 2007). Further, such children or young people, especially those over the age of ten, have more than a twofold chance of being reprimanded for delinquency or in worst case scenarios, to get convicted for serious offenses. Youngsters that have been in the care system form the greatest percentage of drug users, felons, and teenage parents, in the long run (Driscoll, 2011). These outcomes of looked after children are poor even in comparison to other children who have been raised with similar problems and under equally rough conditions. Other than problems related to the children and young individuals, social workers are not exempt from challenges when it comes to taking care of children under protective custody (Hare and Bullock, 2006). For instance, social workers face ethical dilemmas ranging from removal of children from under parental care, to providing care services that adequately meet children’s needs without exceeding stipulated department budgets. It was as a result of the indicated challenges and continued proof of child services’ instability that the Care Matters policy paper was published in the year 2006. This shows the need for progressive efforts to improve the life chances of LAC, since kids are in constant exposure to risk and inequality. Different stakeholders should make concerted efforts to transform the working of the care system for the better (Driscoll, 2011). This is because by making such efforts, children’s concerns will be the centre of reform attention and effectively become daily practice. Such measures will also be effectual in making sure that children’s voices are sufficiently taken into account (Dunnett, 2006). These considerations, with specific focus on education, are discussed in detail in subsequent sections. Educational outcomes for looked after children and adopted children Education of looked after children has obtained increasing imperativeness among policy makers and researchers within the last one and a half decades (Goddard, 2000). An analysis of the National Child Development Study (NCDS) data depicted that kids who have spent time in the local authority care centers are not successful in education aspects compared to the rest of the populace. A developing amount of research has been focused on low level educational achievement of looked after children not enduring criticisms on the difficulties of accessing local authority data (O’Sullivan and Westerman, 2007) as well as emphasizing negative stereotypes (Hare and Bullock, 2006). According to recent study by Barnardo (2006), school experiences of looked after children showed that they had problems in getting education compared to those not in care. For instance, these children have showed problems by changes of school, as well as, bullying. Therefore, it is imperative to focus more on achievement as well as aspirations of these children (Driscoll, 2011). Additionally, it is imperative to raise the profile of looked after kids as well as young people the service providers and other local authorities. Monitoring of educational outcomes of young people and looked after children is also crucial and it is important to advice people on setting up functional projects with the principal aim of raising educational achievement and attainment of these children (Daley and Johnson, 2004, pp. 56-60). Factors associated with low educational achievement There are various aspects that are associated with the low education achievements for low level educational achievement children (Becker-Weldman, 2006, pp. 23-27). Therefore, before describing any approach which focuses on education, it is imperative to point out that numerous factors can contribute to looked after children and other young people finding it hard to get education. Some of these aspects include structural, social, and economic factors. For instance, single parent households, poor housing, and parents with mental health, unemployment, domestic violence and poverty. These disadvantages compounded by abusive experiences, neglect and trauma can impact ones brain development (Becker-Weldman, 2006, pp.30-35). Such children could suffer from post-traumatic stress disorder (Cairns and Stanway, 2004, pp. 42-45). There is a huge concern on mental health of young people children as well as and looked after children in particular (Dunnett, 2006, p. 54). In some cases, some young children can be going through difficulties even before they enter the care system which can affect their behaviour in the future. Additionally, kids that have been exposed to parental abuse have the highest capability to deviate from any developmental progress, ability to learn as well as postnatal aspects and prenatal factors (Phillips, 2004). This will result to memory deficits and attention difficulties with effect and cause as well as abstract social problems, thinking, and communication (Daley and Johnson, 2004, pp. 56-60). Additionally, many other effects like sensory impairments, illness, genetic factors and learning disabilities should also be taken into account. Once the children are placed in the care system, they experience moves from their usual home as well as consequent changes in their schools. This means that on average looked after childrencould change schools and homes over five times while in the care system (Barnardo’s, 2006, p. 36-40). In many cases, many foster parents have reported that they don’t have sufficient information on the children’s educational background during the placement time (Selwyn and Quinton, 2004, pp. 8-13). How schools can help Nevertheless, there are positive suggestions which have been offered in regards to comprehension leading to calmer learning environments. There are safe areas which provide alternatives or intervals which make the children feel more secure (Selwyn and Quinton, 2004, pp. 7-9). For instance, support for the learning departments are often made accessible to pupils that need assistance. Therefore, a trusting relationship with a known or named individual may offer great help. This is particularly applicable to both primary and in secondary schools. This is because in some cases, dramatic changes from primary schools can lead to isolation and stress. Therefore, clear explanation needs to be offered regarding any changes in staffing and routine. Additionally, an adult and place can be put in charge of vulnerable children each and every day (Driscoll, 2011). It is also imperative that all schools must appoint an individual special responsibility of looking after the pupils. The Government should also set out core tasks regarding any designated senior manager roles. These tasks will include liaising with agencies involved with the children or young people on making decisions regarding any plans that are put in place (Dunnett, 2006, pp. 14-16). How teachers can Help Teachers have a huge role to play in conducting research and supporting the children. Therefore, there are successful factors that are important for creating necessary conditions for success in the LAC program (Selwyn and Quinton, 2004, pp. 10-11). For instance, they offer stability and care for the children. Additionally, teachers should offer support and encouragement to the children in order to participate and achieve relevant results. This means that teachers have unique opportunities to assist the looked after as well as the young people in developing positive relationships with their adults. This could help them to achieve their goals, feel safe and encouraged in their daily activities (Selwyn and Quinton, 2004, pp. 11-12). This might lead to better performance in the children’s performance in school; despite other life aspects of life being disrupted. Nevertheless, a kid or young person that is looked after will usually have an unsettled gap in their education, thus leading to difficulties in their school work. Such children may also expressions anger, frustration and disappointment which is evident negative behaviour in their development (Driscoll, 2011). Therefore, it is imperative for teachers not to regard such behaviour directly to the children. However, they should try to assist the children by resolving conflict as well as collaborating with carers in behaviour management. Nevertheless, teachers should be offered necessary support in order to offer the necessary help to the children (O'Sullivan, and Westerman, 2007, pp. 15-17). The government should focus on offering necessary assistance to the teachers in order to fully assist these children. Children within the care system are occasionally forced to travel long distances to school because of their placement (Dunnett, 2006, pp. 30-33). Therefore, it is imperative to maintain stability in their schooling, even when care placement is about to be changed. Looked after children can also miss school for a long period of time due to emotional illness, physical illness or exclusion and this means that there should be additional responsibility in collaborating with parents and carers on indicating school work that could be undertaken at home. This means that to be successful, teachers should be provided with particular advice about ways in which they should tackle such children (O'Sullivan, and Westerman, 2007, pp. 20-23). This is because children have a significant by collaborating with families as well as professionals, who can assist in improving children’s lives in the community. Young people and looked after children require additional assistance in addressing issues in behaviour and delays in educational progress (Selwyn and Quinton, 2004, pp. 13-15). Therefore, teachers should be offered group support within the schools especially in regard to children with low expectations. Teachers are supposed to be very supportive and understanding, and at the same time encouraging in trying to guard children against low expectations (Driscoll, 2011). Conclusion It is the right of everybody to receive education and looked-after children are part of that group. Such children should be offered high quality support and entitlement to secure transition to adult hood. This will make sure that equal opportunities and expectations for all young people is possible. Teachers should be able to assist children in managing their values. Additionally, applying and understanding social ethics and values in such issues should be done by promoting professional accountability. In addition, it is crucial that clear lines of accountability are set in place in order to improve the education achievement of looked after children. It is also important for local authorities to strive in implementing processes that will provide direction and clarity in enhancing life chances of the vulnerable children. Teachers should also share effective practice with their colleagues in order to improve attendance and behaviour, as well as, develop identify and stability and at the same time address any necessary learning barriers. Bibliography Barnardo’s. 2006. Failed by the System: The views of young care leavers on their educational experiences, Ilford: Barnardo’s. [Pdf]. Available at Accessed 31 May 2014. Becker-Weldman, A. 2006. What is attachment?’ Adoption Now. Oxon: Adoption UK. Cairns, K and Stanaway, C. 2004. Learn the Child: Helping looked after children to learn. London: BAAF. Daley, P and Johnson, S. 2004. The vulnerable child in school. In Phillips R (ed), Children Exposed to Parental Substance Misuse: Implications for family placement, London: BAAF. Driscoll, J. 2011. Making up Lost Ground: Challenges in Supporting the Educational Attainment of Looked after Children beyond Key Stage 4. Adoption & Fostering, 35(18). [Online]. Available at Accessed 31 May 2014. Dunnett, K. 2006. Health of Looked After Children and Young People. Lyme Regis: Russell House Publishing. Harker, M., Dobel-Ober, D., Lawrence. J., Berridge, D and Sinclair, R. 2003. Who takes care of education? Looked after children’s perceptions of support for educational progress. Child & Family Social Work 8(2), pp 89–100. O'Sullivan, A and Westerman, R. 2007. Closing the Gap: Investigating the Barriers to Educational Achievement for Looked after Children. Adoption & Fostering, 31(13), 13-20. Phillips, R. 2004. Children Exposed to Parental Substance Misuse: Implications for family placement. London: BAAF. Selwyn, J and Quinton, D. 2004.Stability, permanence, outcomes and support: foster care and adoption compared. Adoption & Fostering, 28(4), pp 6–15. Read More