Elaine Campbell

Young carers provide unpaid, and often unacknowledged care, usually for parents or other family members. While caring may be viewed as a health and social care issue, most young carers who are under 18 will spend much of their time in full-time education. So it is critical that education professionals are ready and able to support young carers to achieve at school.

This study explored how a multi-agency approach could improve the educational experiences of young carers in Northern Ireland through a survey of teachers and interviews with professionals in education and health and social care.  Young carers are often unseen by medical and educational professionals, who may be unaware they are providing care or unaware of what support may be needed.

Key findings

• Young carers and their experiences are routinely overlooked and unseen in educational and health care settings. 

• The lack of legislative recognition for young carers has created a policy void, despite input which has explicitly identified the need to support and care for this group of young people. 

• Existing guidance which outlines ways to support young carers in school has not been routinely implemented in schools or shared with school staff

• A combination of a strengths-based model, combined with existing protective factors for young people has the potential to provide appropriate care and support, promote positive self-worth and improve educational outcomes for young carers.

• A systematic failure of planning contributes to patchy and inconsistent partnership approaches which are overly reliant on individual commitment to change, rather than systems change

Background 

While my study focused on Northern Ireland, many of the issues faced by young carers are universal in nature. The literature review highlights the unseen nature of young carers as a key barrier identified by researchers and young peoples’ experience across cross-national researchers

Teachers’ understanding of impact and role of young carers is variable, and at times, dismissive. The age at which young carers may begin their caring role is often at primary school, which is unexpected by teaching and medical professionals. The study highlighted a willingness to help but also a reliance on parents or young carers disclosing their status. 

Reaching out to young carers is essential

Teachers acknowledged the difficulties of identifying young carers; other research has established that young carers may be reluctant to self-identify or to ask for support if they feel they have not been listened to. Teachers felt that parents only disclosed when they felt forced, often during a crisis. 

Transition points provide an excellent opportunity to encourage disclosure. Updating contact information each year, conversations about the transfer to post-secondary school and when young people enrol in a new school are ideal opportunities to ask if a child is undertaking caring responsibilities. This can help start the conversation about how to support them in school. Schools can include information on their websites, on posters, and use Assemblies to recognise the contribution young carers make.

The policy deficit contributes to suffering 

Resources and initiatives have been identified, but never implemented, which is both disappointing, but also provides an opportunity for change. Guidance without legislative protection is unlikely to be prioritised. Young carers are less likely to take up further education and more likely to live in poverty, and more likely to experience poor mental health.  

The sustained lack of policy attention is an issue which requires urgent redress. Existing guidance includes specific, practical examples of ways to support young carers emotionally and practically to achieve at school, and many of the suggestions require time and planning, not financial costs. A renewed effort to share and monitor this guidance, using a policy lever, could make a powerful impact on young carers. 

Shifting the focus from harm reduction to promoting wellbeing 

Professionals described a system which considers young carers primarily in terms of harm reduction. Despite the challenges, many young people are proud of their caring role and display outstanding qualities and strengths.

There is insufficient focus on working collaboratively to provide proactive support to young carers to achieve in school, take up opportunities to socialise, and enjoy breaks from caring, or to share information about this support to young carers.

Education Authority guidance, with input from young carers, highlights that what they often want most is practical support to help them get through the school day and for their teachers to show understanding of their reality.

Conclusion 

This study highlighted that there are pockets of good practice and existing multi-agency working which have contributed to collaboration, but these are exceptional rather than routine. 

The study concludes that there is a need for greater legislative recognition, including a statutory responsibility on key agencies in health and social care and education to provide support for young carers.

Agencies should be more proactive in seeking out young carers, by including information on school enrolment and admissions forms, asking during clinical admissions and review medical appointments, and signposting to young carers’ projects and other partners.

Young carers are being failed; they deserve better, and the answers are already there. What’s needed now is the impetus to follow through and deliver.

Elaine Campbell was awarded an MPA in 2023. Previously an Assistant Director at children’s charity Barnardo’s, Elaine is currently Head of Service Enablement and Improvement at Alzheimer’s Society. She is also a Chair of Board of Governors at a primary school. She can be contacted at [email protected]