Aims and Objectives:
In the first part of this presentation we will discuss a new study of Virtual School provision. Virtual Schools were recently established in all English local authorities to improve looked-after children’s educational attainment (Berridge et al 2009). This survey identified the ways that Virtual Schools are supporting many of the broader factors impacting educational attainment including mental health across the transition school years, which can be particularly challenging for looked-after children (Brewin & Statham 2011). Perceptions of the issues that facilitate and hinder effective support will also be discussed.
The second part of the presentation will present our initial findings from the first phase of a longitudinal study involving looked-after children between the ages of 10 and 13 and a sample of comparison children. The relationship between mental health and well-being outcomes and care factors, social activity, peer relationships, sense of support and self-perceptions will be explored. Implications for practice will be discussed, especially in terms of identification of, and intervention for, pupils who are at higher risk of mental health difficulties during these transition school years.
This research is a collaborative project between the Universities of Sussex and Surrey, the Rees Centre for Research in Fostering and Education at the University of Oxford and Sussex Partnership NHS Foundation Trust.
Methods:
The study of Virtual School provision used a survey in which a sample of Virtual Schools described their service provision for foster families, looked-after children and schools, with a particular focus on the services provided for 10 to 15 year olds. Respondents identified focus of services, evaluated service effectiveness and the barriers and facilitators to service development.
The second study will use statistical regression and structural equation modelling to look at the relationship between care factors, social activity, peer relationships, sense of support, self-perceptions and mental health and well-being outcomes.
Key findings:
Our study of Virtual School provision revealed four key themes to service provision: Providing enhanced learning opportunities; Direct support for the process of transition; Support for Well-being and Relationships, and Raising Awareness. Virtual Schools impact on many of the broader factors affecting educational attainment including social and emotional understanding, attachment and mental health through direct work, inter-professional working and the development of supportive environments around the child.
In our second study we will report our findings on the relationship between care factors, social activity, peer relationships, sense of support, self-perceptions and mental health and well-being outcomes for looked-after pupils across the three school years from age 10 to 13 and compare this to pupils of the same age who are not looked-after. We will discuss how our findings can impact on early intervention in school settings to support mental health outcomes.
References
Berridge, D., Henry, L., Jackson, S., & Turney, D. (2009). Looked after and learning: An evaluation of the Virtual School Head for looked after children local authority pilots. DCSF-RB144. London: Department for Education.
Brewin, M., & Statham, J. (2011). Supporting the transition from primary school to secondary school for children who are Looked After. Educational Psychology in Practice, 27(4), 365–381.
