5 minute read
Creating Connection: Supporting Boys’ Emotional Needs
Kianne has dedicated nearly a decade to teaching secondary students, bringing passion and expertise to her classroom. Alongside her teaching responsibilities, she has embraced leadership roles such as Head of House and Pupil Premium Champion.
Now, as Head of Department, Kianne takes on a pivotal role in ensuring the educational success of looked-after and previously looked-after children. This leadership position is vital in creating a school-wide culture that prioritises the unique needs of these students. By fostering an environment that values personalised learning, Kianne works to address their personal, emotional, and academic needs with care and precision.
Her work highlights the importance of advocating for vulnerable students and ensuring they have the resources and support needed to thrive. Through her efforts, Kianne exemplifies how dedicated educators can make a lasting impact, not only in the classroom but throughout the school community.
Working in these roles, I’ve had the privilege of supporting looked after children (LAC), and I’ve witnessed both the challenges, and the progress made in recent years. In some schools I’ve worked in, LAC students were often overlooked, with limited support in place to help them keep pace with their peers. This lack of attention not only affected their academic progress but could also contribute to behavioural issues. Many LAC students have experienced trauma, loss, or instability, which can affect their emotional well-being and ability to form trusting relationships. These emotional challenges may manifest as anxiety, behavioural issues, or difficulties with peer interactions, making them more vulnerable in the school environment.
While some looked after children achieve well, as a group their overall educational outcomes remain unacceptably low. ‘Prior to the pandemic in 2019, looked after children were almost 2.5 years (29 months) behind their peers across GCSE English and maths’ (Education Policy institute). LAC students often face disruptions in their education due to placement changes, resulting in them attending multiple schools. These frequent transitions can lead to gaps in learning, loss of friendships, and a lack of continuity in academic progress and support. In addition, due to past experiences, LAC students may struggle with forming attachments or trusting adults, including teachers. This can hinder their ability to seek help or engage fully in school life, leaving them feeling isolated or unsupported. Being in care can sometimes result in a sense of stigma or being labelled by others. This may lead to a lack of understanding from peers or staff, which can further isolate LAC students or affect their self-perception.
Every child in care deserves the same opportunities and outcomes and should ensure the highest possible educational standards and outcomes for all looked after and previously looked after children (S52, Children Act, 2004). Thankfully, there has been a shift in how schools approach the needs of these children.
More schools now assign dedicated staff members to oversee the well-being and progress of LAC students. Some schools also have family support workers, who play an essential role in ensuring families and carers have the resources they need, from completing paperwork to securing vital support services. At my school, we have Pupil Premium Champions who act as associates to make sure any student lacking the necessary support or struggling to make progress is paired with a 1:1 mentor. This structured, personalised approach has significantly boosted the academic development of our LAC students, ensuring that they no longer fall behind but thrive alongside their peers.
Here are some top tips for foster carers of secondary school students from a teacher's perspective:
Establish strong communication with the school: Regular contact with teachers and support staff ensures you're up to date on the student's progress, behaviour, and any concerns. Building a relationship with the school's designated person for looked after children is especially important.
Create a supportive home environment for learning: Encourage a consistent routine that includes time for homework, reading, and revision. Providing a quiet, distraction-free space for study can help them focus and feel supported.
Encourage resilience and perseverance: Secondary school can be challenging both academically and socially. Celebrate effort, not just achievement, and reinforce the value of sticking with difficult tasks, even when progress seems slow.
Be involved, but don’t overwhelm: Foster children may need a balance between independence and support. Attend school events, parents' evenings, and support learning activities, but also give them room to navigate their school experience.
Support their emotional well-being: School can sometimes trigger emotions linked to past trauma. Be patient and provide reassurance, reminding them that setbacks are normal. Encourage them to seek help from school staff, like counsellors or mentors, when needed.
Promote extracurricular involvement: Encourage participation in after-school clubs, sports, or other activities that align with their interests. This can help boost their confidence, build friendships, and develop new skills.
Help with goal-setting: Work with them to set realistic academic and personal goals. This gives them something to work toward and can provide a sense of achievement as they reach milestones.
Stay informed about Pupil Premium support: Schools often have additional resources for looked after children through Pupil Premium funding. Make sure they are benefiting from any available tutoring, mentoring, or extracurricular opportunities.
By fostering strong communication, creating a stable environment, and offering balanced support, you can help them thrive during their secondary school years.
