For specific groups the use of numbers to show outcomes, percentages, success, and failure continues to be a standard way to demonstrate levels of success across society. This has been particularly true when thinking about education attainment, NHS waiting lists and the outcomes for groups within society and interventions. By only considering the ‘average’ in isolation without curiosity it can limit improvement and change.
One specific group where numbers are regularly used to explain and describe them is children in care and care leavers. With about 80,000 in the care system they are a small but growing number in society.
Over the years the DfE has been using numbers to demonstrate the outcomes for children in care; education attainment and employment outcomes. For this group the outcomes are not great reading when looked at in insolation.
Diversity of children in care
What these numbers do not show is the lack of homogeneity within the group and high levels of diversity. The use of average does little to explain or demonstrate outcomes, or even support ideas for bringing change. There is not an average child in care, the only thing that brings them together is the fact they are in care.
Children in care and care leavers will have entered care at different ages, been in a diverse range of home environments and for different lengths of time. These early childhood experiences will lead to differing levels of stability, attachment and trauma. Once in care, some will find they grow up in one placement and be part of a community, others will experience high mobility and have specific needs resulting in difficulty with attachment, relationships and regulation. Parental factors and a child’s skills, talents and resilience all contribute to difference and diversity.
The impact of ‘average’
The focus on average suggests that there is an average child in care, but this is not true. This average narrative diminishes the success of those who have achieved and does little to explain the impact of childhood experiences for others. Why would we expect that those who have lacked consistent relationships, experienced high mobility and abusive childhoods to manage and succeed without the usual elements such as friends’, family and community. If we desire to see improvements then the conversations and understanding around children in care needs to change and the investment to support the differences within children in care.
The average narrative can impact the way that children in care are viewed by themselves and others. Using the average statistics as starting points for interventions limits what can be achieved, it starts at a place that does not represent many children in care or care leavers.
Narrative of change
For children who find themselves in the care system they need to hear different stories about themselves as children in care and experience positive and consistent relationships. They need to come across people who believe in them and can help them to have aspirations and appropriate expectations. Many successful care leavers do not share their previous care status due to stigma even though they would benefit from some support or understanding. If the narrative was changed in society maybe more care leavers to be more willing to identify themselves and access support to help them succeed.
There is a desire to see change in parts of society, but yet the messages are often about the poor statistics as a motivator for change. When thinking about employment opportunities could we set up interventions that match need and identify and respect differences. Make links to young people’s interests and skills, support access to the arts, sports and diverse industries. Interventions should not just focus on access to opportunities but also focus on sustaining engagement and progression. We need to develop interventions and offers that are relevant to the wider group and not expect care leavers to fit into a box that is based on average statistics.
Consider differences
Care leavers engaged in education will benefit from something different to those who are not in school. Care leavers who are entering jobs may not require support to get into work but may need support to sustain work. This includes those who have achieved degrees or other qualifications. Others who may have not been in education, employment or training for a while for whatever reason may need support to access skills, opportunities and interventions to be work ready. For those who are leaving prison or have struggled to engage in education they may need something different again. Society needs to ask questions about care leavers who have been successful, what are the key factors, how can these things be offered to others.
Aspirations for the future
More care leavers could achieve success with the right opportunities and interventions that work for them. To bring about change, we must be willing to ask more questions and not mould children in care into interventions based on average statistics.
Join us in changing the narrative and supporting our care leavers to reach their full potential.
By Tracey Hutchings
Tracey has worked in education for nearly 30 years as a teacher, trainer, advisor and project lead. She worked in a London Virtual School for children in care for over 14 years, including being Headteacher. She contributed to supporting raised education attainment and developed initiatives to see young people remain in education, find employment and engage in positive and diverse activities. Currently she contributes to planning to support inclusive education through promoting resilience, wellbeing, and mental health. She is also part of a team developing a business led programme to support care leavers into meaningful long-term work.
