A disheartening investigation has revealed that many children in care across England are facing prolonged absences from school, with some being out of education for months or even years. A significant number of these vulnerable young individuals are struggling to find schools willing to accept them, leaving their futures hanging in the balance.
Struggles of Young People in Care
One poignant example is a 16-year-old boy, known here as Tyler, who has faced rejection from 14 different schools. His story, emblematic of a broader systemic issue, highlights the challenges that children in care endure. Currently, around half of the children residing in a group of homes in Lincolnshire are not enrolled in mainstream education. The statistics paint a grim picture: as of January, many organisations reported widespread difficulties in securing school places for looked-after children.
Tyler’s situation is compounded by his educational, health, and care plan (EHCP), which outlines the support he requires. Due to his behavioural challenges and emotional needs—stemming from a history of trauma—many schools have claimed they cannot accommodate him. After receiving only a handful of hours of education weekly over the past three years, Tyler now finds himself unqualified to sit for his GCSEs in May, having been completely out of school for the past 18 months.
The Impact of Educational Disparities
Tyler’s key worker, Alex, expresses deep concern for his future. “We expect him to transition into adulthood and manage a tenancy,” she remarks, clearly troubled by the implications of his lack of education. “But how can he secure a job without qualifications?” The question resonates painfully, as many children in care, who often come from backgrounds of neglect and abuse, are already at a disadvantage.
The managing director of the children’s homes, Julie, has voiced her frustration, stating, “The system is failing these children.” The longer they remain out of education, the harder it becomes to reintegrate them later. A survey by the Children’s Homes Association (CHA) found that 40 out of 49 providers reported issues in securing placements, with some waiting six months or longer. In extreme cases, some homes have resorted to opening their own schools to cater to the educational needs of their residents.
Aspirations Unmet
Katie, a 15-year-old who aspires to be a social worker, is another child caught in this troubling situation. She has been out of school for over four months after a placement that took seven months to secure was abruptly terminated. Her key worker believes that Katie was unfairly treated at her previous school, which only accepted her after the local authority intervened.
Katie herself feels the weight of the stigma attached to her status as a looked-after child. “They don’t want me there – I know that,” she shares, highlighting the emotional toll of feeling unwanted in an environment meant to foster growth and learning. Government guidelines state that schools cannot refuse admission solely based on challenging behaviour, yet the reality for many children in care is starkly different.
The Broader Picture
Amanda Hopgood from the Local Government Association acknowledges the efforts of councils to secure school placements, but highlights a significant limitation: the lack of authority to compel all schools, particularly academies, to admit these children. With academies making up 82% of secondary schools in the UK, this gap leaves many children without the educational support they desperately need.
The Department for Education has announced plans to extend councils’ powers to include academies, aiming to streamline the process of securing school placements for children in care. However, the effectiveness of these measures remains to be seen. Rob Williams from the National Association of Head Teachers (NAHT) calls for additional support from health and social services, which have been underfunded for years.
Why it Matters
The plight of children in care who are missing out on vital education underscores a larger societal failure. Without appropriate educational opportunities, these young individuals face bleak futures, often lacking the qualifications and skills necessary for independent living. The systemic barriers they encounter not only hinder their personal growth but also perpetuate a cycle of disadvantage that can last a lifetime. If we are to genuinely care for our most vulnerable members of society, urgent action is needed to ensure that every child, regardless of their circumstances, has access to a quality education.
