Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College DOI Creative Commons
Sarah MacDonald, Gillian Hewitt, Siôn Llewelyn Jones

и другие.

Children & Society, Год журнала: 2025, Номер unknown

Опубликована: Март 11, 2025

ABSTRACT Education settings are critical for supporting mental wellbeing, but there is limited support specifically care‐experienced children and young people, including gaps in the transition to Further (FE) colleges. Using a mixture of qualitative methods, this study aimed understand wellbeing provision secondary schools FE colleges Wales, UK, those currently or formerly foster, kinship residential care, adopted. Consultations were held with people ( n = 22), adoptive parents carers 17) education, social care health practitioners 23). Case studies conducted four local authorities included Semi‐structured interviews learners students 10), 2), staff 24). informed case topic guides then combined as part an overarching Framework Analysis. Findings indicated peaks needs during school response changes environments practices. Additional at college associated growing independence leaving care. Awareness adopted was low. Barriers not wanting be singled out, well capacity issues. Facilitators encouraging sense belonging connections tackle early on. Recommendations include promoting education‐based relationships, improving opportunities shape support, enhancing structures, cross‐setting collaborations.

Язык: Английский

Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College DOI Creative Commons
Sarah MacDonald, Gillian Hewitt, Siôn Llewelyn Jones

и другие.

Children & Society, Год журнала: 2025, Номер unknown

Опубликована: Март 11, 2025

ABSTRACT Education settings are critical for supporting mental wellbeing, but there is limited support specifically care‐experienced children and young people, including gaps in the transition to Further (FE) colleges. Using a mixture of qualitative methods, this study aimed understand wellbeing provision secondary schools FE colleges Wales, UK, those currently or formerly foster, kinship residential care, adopted. Consultations were held with people ( n = 22), adoptive parents carers 17) education, social care health practitioners 23). Case studies conducted four local authorities included Semi‐structured interviews learners students 10), 2), staff 24). informed case topic guides then combined as part an overarching Framework Analysis. Findings indicated peaks needs during school response changes environments practices. Additional at college associated growing independence leaving care. Awareness adopted was low. Barriers not wanting be singled out, well capacity issues. Facilitators encouraging sense belonging connections tackle early on. Recommendations include promoting education‐based relationships, improving opportunities shape support, enhancing structures, cross‐setting collaborations.

Язык: Английский

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