Insights and Recommendations from the Well-being in Schools and Colleges Study (WiSC)
Our recent study in 2023/24 engaged with care-experienced children and young people, as well as staff in secondary schools and FE colleges across Wales. By care-experienced, we refer to those in foster care, residential care, living with friends or family (kinship care), or those who have been adopted. The study involved a review of survey responses collected in 2017/18 as part of The School Health Research Network (SHRN), to understand school mental health provision using The SHRN Student Health and Well-being (SHW) survey and The SHRN School Environment Questionnaire. We also included insights from carers and staff in mental health services and social care. Here’s a summary of their perspectives on well-being needs and support in schools and colleges.
Key findings
Learner Well-being Needs in Secondary Schools: The SHW survey revealed that care-experienced children and young people had poorer well-being compared to their peers, with those in residential care reporting the lowest levels of well-being. Our interviews identified critical periods of heightened need, such as during transitions from primary to secondary school, exam times, and the lead-up to school holidays.
Student Well-being Needs in FE Colleges: Transitioning to college brought additional well-being challenges, including making new friends; practical concerns about money and travel; choosing the right course, and losing school support. Once in college, students faced pressures to perform well academically and anxieties about moving towards independent living.
Support in Secondary Schools: Schools adopted a person-centred approach, focusing on individual learner needs. School environments often served as a support system, with learners highlighting favourite lessons and clubs. Friendships played a crucial role in their well-being. Nonetheless, there were notable gaps in support for adopted learners.
Support in FE colleges: Support during the transition from school to college included careers advice and visits to colleges during quieter times. Post-transition, pastoral teams provided tailored support, particularly for students moving to independent living. However, support for adopted students remained limited.
WiSC Recommendations
For all organisations supporting care-experienced children and young people:
- Ensure children, young people, and carers are central to understanding needs and to future changes and developments.
- Strengthen partnerships between education, mental health, and social care.
- Address the specific needs of adopted children and young people.
- Support the mental health and well-being of school and college staff.
Schools:
- Encourage good relationships between learners and staff.
- Help build and maintain strong friendships among learners.
- Provide support tailored to the individual needs of each child and young person.
Colleges:
- Ensure a consistent adult is available to support young people during their transition to college, perhaps expanding the role of the Personal Advisor offering more comprehensive support from a single source.
- Facilitate year-round collaboration between schools and colleges to aid transitions.