Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College.
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| Title: | Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College. |
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| Authors: | MacDonald, Sarah, Hewitt, Gillian, Jones, Siôn, Rees, Alyson, Brown, Rachel, Anthony, Rebecca, Evans, Rhiannon |
| Source: | Children & Society. Jul2025, Vol. 39 Issue 4, p807-824. 18p. |
| Subjects: | High schools, School environment, Qualitative research, Social workers, Research funding, Psychology of high school students, Universities & colleges, Interviewing, Family relations, Adopted children, Caregivers, Transitional programs (Education), School mental health services, Research methodology, Needs assessment, Social support, Foster children, Adoptive parents, Well-being, Friendship, Residential care |
| Geographic Terms: | Wales |
| Abstract: | Education settings are critical for supporting mental wellbeing, but there is limited support specifically for care‐experienced children and young people, including gaps in supporting the transition to Further Education (FE) colleges. Using a mixture of qualitative methods, this study aimed to understand mental wellbeing provision in secondary schools and FE colleges in Wales, UK, for those currently or formerly in foster, kinship or residential care, or adopted. Consultations were held with children and young people (n = 22), adoptive parents and carers (n = 17) and education, social care and mental health practitioners (n = 23). Case studies were conducted in four local authorities and included secondary schools and FE colleges. Semi‐structured interviews were conducted with learners and students (n = 10), carers (n = 2), and staff (n = 24). Consultations informed the case study topic guides and were then combined with interviews as part of an overarching Framework Analysis. Findings indicated peaks in wellbeing needs during the transition to secondary school and in response to changes in school environments and practices. Additional support needs at the transition to college were associated with growing independence and leaving care. Awareness of the needs of adopted children and young people was low. Barriers to support included children and young people not wanting to be singled out, as well as staff capacity issues. Facilitators included encouraging a sense of belonging and connections with carers to tackle wellbeing early on. Recommendations include promoting education‐based relationships, improving opportunities for care‐experienced children and young people to shape support, and enhancing staff support structures, including cross‐setting collaborations. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Education settings are critical for supporting mental wellbeing, but there is limited support specifically for care‐experienced children and young people, including gaps in supporting the transition to Further Education (FE) colleges. Using a mixture of qualitative methods, this study aimed to understand mental wellbeing provision in secondary schools and FE colleges in Wales, UK, for those currently or formerly in foster, kinship or residential care, or adopted. Consultations were held with children and young people (n = 22), adoptive parents and carers (n = 17) and education, social care and mental health practitioners (n = 23). Case studies were conducted in four local authorities and included secondary schools and FE colleges. Semi‐structured interviews were conducted with learners and students (n = 10), carers (n = 2), and staff (n = 24). Consultations informed the case study topic guides and were then combined with interviews as part of an overarching Framework Analysis. Findings indicated peaks in wellbeing needs during the transition to secondary school and in response to changes in school environments and practices. Additional support needs at the transition to college were associated with growing independence and leaving care. Awareness of the needs of adopted children and young people was low. Barriers to support included children and young people not wanting to be singled out, as well as staff capacity issues. Facilitators included encouraging a sense of belonging and connections with carers to tackle wellbeing early on. Recommendations include promoting education‐based relationships, improving opportunities for care‐experienced children and young people to shape support, and enhancing staff support structures, including cross‐setting collaborations. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09510605 |
| DOI: | 10.1111/chso.12951 |
