'They are always in the top of our mind': Designated Teachers' views on supporting care experienced children in England

Article Education & Educational Research

Knowledgeable but not specialist: Virtual School Heads' experiences of supporting autistic children in care

Jennifer Pickles et al.

Summary: This qualitative study explores the experiences of Virtual School Heads (VSHs) in supporting autistic children in care. The study found that VSHs often have uncertain knowledge about autism and struggle to ensure appropriate support and educational provision for these children. Communication and support are particularly challenging due to the liminal roles of the VSH and the children they support. Authentic gathering and holistic understanding of young people's views are crucial for informed provision and improvement.

OXFORD REVIEW OF EDUCATION (2023)

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Article Psychiatry

Autism and attachment disorders - how do we tell the difference?

Claire Davidson et al.

Summary: When assessing children with autism, clinicians may struggle to differentiate between autism and attachment disorders, especially in cases where there is a history of abuse or neglect. The Coventry Grid is a clinical tool that can assist in this differentiation and is considered evidence-based. Preliminary findings suggest that an observational method involving jokes and playful social dilemmas may also help clinicians gather information needed to complete the Coventry Grid.

BJPSYCH ADVANCES (2022)

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Article Education & Educational Research

Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

Aoife O'Higgins et al.

Summary: Research shows that children in care are less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, factors such as socio-demographic, care, and educational factors predict their likelihood of success. Some groups of children in care are at significant risk of not achieving a minimum standard which could open doors for their future.

BRITISH EDUCATIONAL RESEARCH JOURNAL (2021)

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Article Social Work

Social Work Practice with Adults under the Rising Second Wave of Covid-19 in England: Frontline Experiences and the Use of Professional Judgement

Jill Manthorpe et al.

Summary: The study on adult social work in England during the Covid-19 pandemic utilized telephone interviews to explore the impacts of remote work, virtual contact, and changes in practice. Findings were compared with research on children's services, highlighting implications for practice, service users, and further research.

BRITISH JOURNAL OF SOCIAL WORK (2021)

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Article Education & Educational Research