Far be it from me to disagree with the Children’s Commissioner on schools and looked-after children but……….

Far be it from me to disagree with the Children’s Commissioner on schools and looked-after children but………. 150 150 Jane Evans

This headline in TES (Times Educational Supplement) grabbed my attention in a week full of headlines relating to children and their trauma.

‘Schools are set up to help children in care – so why do so many of these pupils leave through the back door?’

Written by the Children’s Commissioner, Anne Longfield, it relates to a new study by her office on stability for ‘looked-after children’, namely those living within the care system. As with so many ‘studies’, although the figures are shocking yet useful, the findings are well-known among those who care for, and support, looked after children.

The Stability Index is a new measure of stability for looked after children.

The analysis reveals that over a 12-month period between 2015 and 2016:

  • 1 in 10 children in care – over 7,000 in total – experienced two or more changes in their care placement.
  • 1 in 4 children in care – nearly 18,000 children – experienced two or more changes in their social worker.
  • 2,000 children in care saw their care placement, their school and their social worker all change.
  • 50,000 children in care (71%) experienced any type of change (placement, school or social worker).

This issue I have with the statement- “Schools are set up to help children in care”…..

In the VAST majority of cases they most certainly are NOT!!!! I am very fortunate to frequently train in schools and with professionals who work in and around education from early years through to secondary education. These educational professionals show and tell me how ill prepared they feel they are for any children with trauma and complex attachment.

During the training, I look at ways to support looked-after, and other traumatised children, by offering straightforward ways to begin to address the children’s additional needs within the school system and day. I am frequently told there is no time to add things in as the day is full of pressure to produce the results they are measured on.  They also sometimes tell me that they don’t feel confident to do some of the techniques I pass on as nothing in their training thus far has prepared them for more body focused and sensory strategies.

Of course there are exceptions…

Ensuring the best outcomes for children who for the majority of their lives have never known safety, or stability, then glimpse it and lose it again, requires a different approach. The adults in the schools and in the fostering placements need to have the best support possible, as many of them struggle and get sick because they are so impacted by the children’s trauma. In fact, EVERYONE who works with children needs a working understanding of developmental trauma and attachment.

Schools need an unwavering commitment to only use a relational, compassion lead response to every child, especially those who lives are so unstable. Teachers need to know why they should do all in their power to never shame or humiliate a child, also to feel confident in not tackling behaviour using incentives and consequences (the most commonly held approach). However, teachers and other educational professionals tell that this is not part of their initial training.

Stability starts with ‘stable’ adults

Truth is there is a long way to go even for children in the care system that do have stability! After all, they are still are not ‘over’ their traumatic past because they are safe now. That is NOT how bodies and brains work!

Changing the:

  • responses children get from all adults
  • physical environment
  • belief system around behaviour
  • use of rewards, consequences and praise
  • use of body and sensory regulation

……..would be a great place to start.

 

From my ongoing work with foster carers I often witness the ‘run up’ to a placement change, or the ‘fall-out’ from one ending, often abruptly. The toll on the children and foster carers is profound. So, what appears in the Stability Report is of course true. Tragically, far too many children in care do get moved around and that compounds their trauma (unsurprisingly). HOWEVER, if the adults they have contact with have a deep understanding of what trauma and instability do, and are physically and emotionally well-regulated, compassionate and relational this will really help.

To discuss training and speaking needs relating to childhood trauma, anxiety and attachment – Contact Jane Evans:

M: 07455281247

E: janeevans61@hotmail.co.uk

Jane Evans

Jane is a ‘learn the hard way’ person. She has learnt from her personal experiences and her direct work with people who have often been in really bad places emotionally, relationally, practically and sometimes professionally.

All stories by: Jane Evans

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