Supporting children in the care of the local authority :academic interventions and in-school relationship factors

Abstract

Children looked after are a potentially vulnerable group whose educational outcomes remain poor, despite a range of initiatives and interventions. This research takes a holistic approach to identifying support for these pupils, through exploring both academic interventions and in-school relationship factors. First a quantitative systematic review was conducted, to investigate the effectiveness of academic interventions for this group. Results showed variable success rates, with direct instruction and personalised interventions proving more successful overall. Relationship factors within interventions were not always recognised by researchers, and therefore merited further exploration. The empirical research used a single case study to focus on the relationship between a School Support Assistant and a Year Six pupil looked after, using interviews and Video Interaction Guidance as tools for this. Theoretical thematic analysis led to preliminary findings suggesting that this professional placed an importance on trust and understanding of such vulnerable pupils in her care. Her professional identity and way of being with children were captured through her dialogue about and filmed interactions with the child. Findings also suggested some of the adult’s own needs were met through her work to support those of the pupil. Educational Psychologists are well placed to bring a holistic approach to their support of pupils looked after, through their understanding of children’s broader psychological needs. This research has implications for work in schools to enhance relationality, particularly for pupils looked after, using the VIG principles as a framework for developing staff-pupil interactions.