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Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College.

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Title: Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College.
Authors: MacDonald, Sarah, Hewitt, Gillian, Jones, Siôn, Rees, Alyson, Brown, Rachel, Anthony, Rebecca, Evans, Rhiannon
Source: Children & Society. Jul2025, Vol. 39 Issue 4, p807-824. 18p.
Subjects: High schools, School environment, Qualitative research, Social workers, Research funding, Psychology of high school students, Universities & colleges, Interviewing, Family relations, Adopted children, Caregivers, Transitional programs (Education), School mental health services, Research methodology, Needs assessment, Social support, Foster children, Adoptive parents, Well-being, Friendship, Residential care
Geographic Terms: Wales
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. [ABSTRACT FROM AUTHOR]
Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185862480
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      – Type: doi
        Value: 10.1111/chso.12951
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      – Code: eng
        Text: English
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        PageCount: 18
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    Subjects:
      – SubjectFull: High schools
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Social workers
        Type: general
      – SubjectFull: Research funding
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      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Adopted children
        Type: general
      – SubjectFull: Caregivers
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      – SubjectFull: Transitional programs (Education)
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      – SubjectFull: School mental health services
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      – SubjectFull: Research methodology
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      – SubjectFull: Needs assessment
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      – SubjectFull: Social support
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      – SubjectFull: Foster children
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      – SubjectFull: Adoptive parents
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      – SubjectFull: Well-being
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      – SubjectFull: Friendship
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      – SubjectFull: Residential care
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      – SubjectFull: Wales
        Type: general
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      – TitleFull: Mental Wellbeing Needs and Support for Care‐Experienced Children and Young People in Secondary School and During the Transition to Further Education College.
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              Text: Jul2025
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