Mental health provision for children and young people in schools and FE colleges (11-25 years) with experiences of care: Mixed-method study of implementation, acceptability, need and priority outcomes

End of project summary

Main messages

Schools are important settings for supporting mental health and wellbeing but there is a lack of services tailored to the needs of care-experienced children and young people, and a lack of support at transition to FE college. There has been limited research on how schools, colleges, social care and mental health can work together to support this population. This study aimed to explore mental health and wellbeing support in schools and colleges for care-experienced children and young people (including those in foster, kinship or residential care, with a Special Guardianship Order, or adopted). The study involved returning to survey responses collected in 2017/18 as part of the School Health Research Network, to understand school mental health provision. We also conducted consultations and interviews with children and young people, parents and carers, and staff working in schools, colleges, social care and mental health. Public involvement across the study included: consultation with stakeholders; advice on research methods with care-experienced young people; and guidance from the Project Advisory Group on all aspects of study delivery. 

• Needs are varied and complex, but not always understood by the practitioners’ care-experienced children and young people interact with, and placement type, e.g. residential care, is an important factor when considering need. In particular, the needs of adopted children and young people were not widely considered. 

• Provision in schools was child-centred and tailored to need, but provision is variable in quality and quantity. Approaches which involve learners, and parents and carers, which prioritise relationship-building (with staff and peers), and which encourage a sense of belonging, were favoured by all stakeholders. 

• Transitions were key times where care-experienced young people needed support and there are clear opportunities to improve support as they transition to college, to ensure they benefit from continuing in education beyond the age of 16. 

• Partnership working between education, health and social care is critical to improving mental health and wellbeing provision for care-experienced, children and young people, and should be informed by care-experienced and parent and carer voices.