The Role of Educational Psychologists, Virtual Schools and Designated Teachers in Supporting Previously Looked After Children

Children previously in care (CPiC) often experience social, emotional and mental health issues and have poorer educational outcomes. This is usually attributed to adverse childhood experiences and experiences whilst in care. Most support stops once children are adopted or under special guardianship, but virtual schools (VSs) and designated teachers (DTs) have a statutory responsibility to support this cohort and educational psychologists (EPs) are well placed to do so. This research aims to explore the views of DTs, VSs and EPs about their role in supporting CPiC, due to a lack of research in this area. 22 participants (six DTs, seven VSs and nine EPs) took part in semi-structured interviews. Thematic analysis was used to identify themes for each participant group, then a further level of analysis was carried out to establish themes across all groups including ‘advocacy’, ‘relational approach’, ‘greater certainty needed’, ‘whose responsibility?’, ‘working systemically’ and ‘importance of communication’. DTs and VSs recognised their statutory responsibility to raise the profile of CPiC and EPs were passionate about applying psychology to support understanding of their needs. A relational approach was central to this; DTs emphasised the importance of individualised support and EPs discussed therapeutic work and emotional containment for parents/carers and professionals. There was a high level of inconsistency in the level of support provided for CPiC between the DTs, VSs and EPs interviewed. Participants across all groups encountered systemic barriers including a lack of capacity and uncertainty about processes and systems in place. Many DTs showed uncertainty about their statutory role and wanted to be held more accountable by VSs, who felt there were limits to what they could offer. EPs and VSs experienced a clash between their preference for systemic work and requests for individual casework from schools. Participants across all groups did not think that others recognised or understood their roles in supporting CPiC. Multidisciplinary work and stronger communication are needed to join up support for this cohort across LAs and develop clear strategic plans. Despite the inconsistencies reported, the research highlights examples of positive practice by DTs, VSs and EPs for supporting CPiC across all ecosystemic layers. The findings contribute to a gap in the literature relating to how professionals support CPiC.