Mental wellbeing needs and support for care-experienced children and young people in secondary school and during the transition to further education college

Macdonald, Sarah ORCID: https://orcid.org/0000-0002-8245-2347, Hewitt, Gillian ORCID: https://orcid.org/0000-0002-7946-4056, Jones, Sion, Rees, Alyson ORCID: https://orcid.org/0000-0003-2363-4965, Brown, Rachel ORCID: https://orcid.org/0000-0002-4475-1733, Anthony, Rebecca ORCID: https://orcid.org/0000-0001-9503-9562 and Evans, Rhiannon ORCID: https://orcid.org/0000-0002-0239-6331 2025. Mental wellbeing needs and support for care-experienced children and young people in secondary school and during the transition to further education college. Children & Society 10.1111/chso.12951

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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.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Publisher:	Wiley Blackwell
ISSN:	0951-0605
Funders:	Health and Care Research Wales
Date of First Compliant Deposit:	12 March 2025
Date of Acceptance:	19 February 2025
Last Modified:	12 Mar 2025 14:45
URI:	https://orca.cardiff.ac.uk/id/eprint/176834

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