Understanding the Subjective Well-Being of Younger Children Looked After in Wales: A Qualitative Study Designed with Children in Care Using Creative Methodologies

End of project summary

Main messages

Context 

Well-being is a core element of Welsh Government policy for children’s social care. It involves understanding and placing the views of those receiving a service about what is important to them at the heart of our policies and practises. Internationally, there has been little research on the views of younger children in care on their well-being. Recent research also suggests that social workers and others do not feel confident and skilled in exploring well-being with younger children and therefore tend not to do so.  

International research on children’s subjective well-being (what children themselves see as important to their well-being) is a recent but rapidly advancing field. Both qualitative and quantitative studies have taken place but predominantly with children in the general population. In Wales the first international Childrens World survey of schoolchildren in years 6 and 8 took place in 2018. Compared with other countries, children in Wales tended to report lower subjective well-being. No qualitative study of children’s subjective well-being had taken place in Wales, either with children in the general population or more vulnerable groups. 

Project Summary 

This study aimed to address these gaps by focusing on what primary school-aged children (years 5&6) in foster care think is important to them. The study engaged 26 children in foster care, predominantly in long-term foster care, from four local authorities in Wales. Over four child-friendly sessions the children created personal well-being maps, places and well-being maps and avatars for short films. We explored the people, places, possessions and activities which the children viewed as important to their well-being and, of equal interest, their reasoning. The interviews were child-led and children were consulted on key aspects of the sessions. 

Main findings 

1. The results clearly indicated that the children viewed relationships as central to their sense of well-being. This finding aligns with that found in earlier research with younger children in the general population. 
2. Clearly, the children were navigating two sets of important family relationships at the one time and there was evidence that many managed this by ‘compartmentalising’ them.  
3. What a difference a foster family can make to a child’s well-being. The children were generally flourishing in the care of their long-term foster families where they felt safe, secure and loved. 
4. The value of well-being conversations with children in care for policy and practice development in Wales. Integrating these into children’s 6-monthly statutory reviews could enrich decision-making.