Empowering looked-after youth in the UK, ages 16 to 25

Azra Klempic 

27 September 2024

Azra Klempic

In the United Kingdom, many children and young people (CYP) in care between the ages of 16 and 25 find themselves navigating the challenging transition from being looked after to becoming independent adults. This period of their lives is critical because it lays the foundation for their future achievements and well-being. However, it is also a time when these young individuals face unique social justice challenges that require our collective attention and proactive solutions.

Not just a tale in a book

‘My Name is Why‘, a book by Lemn Sissay that draws from his own childhood experiences, offers a powerful critique of the British care system. His story resonates with the challenges many care leavers in the UK may face as they transition to independence:

“Paper zipped from typewriters and into files. The files slipped into folders under the “S” section of a tall metal filing cabinet. For eighteen years this process repeated over and over again. Click clack clack. Secret meetings were held. The folders were taken out and placed on tables surrounded by men and women from The Authority. Decisions were made: Put him here, move him there. Shall we try drugs? Try this, try that. After eighteen years of experimentation The Authority threw me out. It locked the doors securely behind me…” (Sissay, 2020, p. 1)

For me, Lemn Sissay’s story is not just a tale in a book. His experiences resonated with me deeply, unveiling a world of which I had not previously been fully aware. It reminded me that the level of empathy, sensitivity and commitment to addressing systemic injustices are key elements in my work as a trainee Educational Psychologist (TEP). Moreover, these principles are equally imperative for the profession, as we endeavour to make a positive impact on the lives of these vulnerable individuals.

Challenges in supporting looked-after children: The importance of Personal Education Plans

Personal Education Plans (PEPs) are vital documents that outline children and young people’s (CYPs) educational needs and the support they require throughout their time in care. These plans help inform how schools use additional funding, such as the Pupil Premium Plus (PP+), to support looked-after children (LAC). However, in my previous work, I was astonished to learn that there is no statutory requirement for a PEP for LAC aged 16 to 25 (Department of Education, 2018).

This lack of statutory duty for older LAC highlights significant power imbalances within the education system. Without PEPs, crucial decisions about these young people’s educational support are often made without a structured plan or consistent advocacy. For example, care leavers pursuing further education or vocational training might miss out on tailored support for their unique circumstances, such as guidance for accessing the 16-19 Bursary Fund, support for apprenticeship applications, or assistance with the (Universities and Colleges Admissions Service) UCAS process for university admissions.

Local authorities, acting as ‘corporate parents’, lack a standardised tool to ensure consistent, appropriate educational support for this age group. This effectively shifts power away from the young people themselves, potentially leaving them without a voice in decisions directly impacting their future. It raises questions about who holds or is given the expert power (French & Raven, 1959) to make decisions regarding the educational support of these vulnerable individuals.

Furthermore, without the structured guidance and advocacy that a PEP can offer, care leavers may face increased challenges in accessing education and training opportunities. There is an urgent need for system reform and a more inclusive approach to supporting the educational aspirations of this vulnerable group.

At the 2023 annual conference organized by the National Association of Virtual School Heads (NAVSH), I gained valuable insights into best practices for promoting the education of vulnerable children and young people (CYP) on a national scale. Encouragingly, announcements from the then Minister for Children, alongside the Department for Education (DfE), reinforced the critical role of Virtual Schools in safeguarding and enhancing the education of vulnerable CYP. The consideration of extending support for care leavers up to age 25, coupled with the provision of additional funding, was a particularly positive development.

The role of Educational Psychologists (EPs) in advocacy

As a Trainee Educational Psychologist (TEP), I often contemplate strategies for collaborating with others to enhance the community context and educational practice for LAC and care leavers. I believe that understanding the challenges and experiences of care leavers empowers me to advocate for them and create a more inclusive and supportive environment. This advocacy role is complex and multifaceted, as illustrated by recent research in the field.

Rocco-Briggs (2008) raises a crucial question that resonates deeply with the EP’s role in supporting looked-after children. She explored who takes ownership of the emotional pain of children in care when their biological parents are absent. While her observations were rooted in a Child and Adolescent Mental Health Service (CAMHS) setting, they prompt a broader consideration: who assumes responsibility for supporting care leavers as they transition from care to independent adulthood? As EPs, we are uniquely positioned to address this question and advocate for systemic change.

Our role in advocacy is further informed by the work of Mannay et al. (2017), who highlighted a critical issue in this context: the impact of labelling young people in care as either “successful” or “unsuccessful.” Such categorisation can have detrimental effects, reinforcing negative stereotypes about the abilities and potential of CYP in care. As EPs, we must be vigilant about the language we use and the expectations we set, recognising that our words and actions can significantly influence the self-perception and aspirations of the young people we support.

My professional experience aligns with these research findings and underscores their importance. I’ve observed that many CYP in care possess ambitious educational goals, despite their challenging circumstances. They actively strive to overcome negative stereotypes and are eager to embrace challenges on their journey towards achieving their full potential. This resilience and ambition challenges us as EPs to ensure that our understanding of their aspirations is not merely theoretical but embedded into daily practices and procedures. It necessitates the establishment of robust educational support systems capable of nurturing and facilitating these aspirations (Mannay et al., 2017).

As EPs, our role in advocacy extends beyond individual support. We must work to challenge systemic barriers, promote inclusive practices, and ensure that the voices of CYP in care are heard and respected in educational decision-making processes. By doing so, we can help create an educational environment that truly supports the potential of every looked-after child and care leaver.

The evolving role of EPs: Navigating power dynamics and collaborative practices

I have observed a curious disconnect in our field: despite the crucial role EPs play in supporting vulnerable CYP, their contribution is often understated in broader educational discourse. This raises important questions about power dynamics within the education system and how they impact our work.

For instance, there can be tension between different stakeholders’ expectations of EP roles. While some view EPs primarily as assessors, others recognise our potential for broader systemic impact. This tension is exemplified in cases where an EP might advocate for inclusive classroom strategies, but face resistance from school leadership focused on standardised testing results.

These tensions reflect a broader debate about the nature and scope of EP work. There have been many discussions over the years regarding the role of the EP, and there are some both in and outside the profession who see the role as primarily being one of assessment. However, a recent study by Warwick (2023) presents a contrasting perspective, indicating that best practices in multi-agency teams involve integrating different practice models and achieving clarity regarding roles, responsibilities, and objectives.

This broader, more collaborative approach aligns with my understanding of effective EP work. It suggests that EPs are uniquely positioned to navigate and potentially reshape power dynamics within educational settings. They can serve as champions for care leavers, using their expertise to advocate for the rights and educational needs of these young individuals. This might involve engaging with policymakers, collaborating with social services, and working closely with care leavers themselves to ensure that their voices are heard in educational matters.

By addressing the unique challenges of these CYP, I believe that EPs can support their empowerment to overcome adversity, break free from cycles of disadvantage, build brighter futures. In doing so, EPs actively reshape power dynamics, ensuring that no door is securely closed behind any young person once they turn 18. This approach transforms EPs from mere assessors into agents of systemic change, advocating for a more equitable and supportive educational landscape.