7.5) Looked after children

Rating description: 

  • Fully met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data shows us they are not more at-risk than their peers (or the type of bullying isn’t a concern within school). We also actively work to prevent and respond to any bullying targeted at these pupils.
  • Partially met: We collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school), and this data highlights that this group is more at-risk (or this type of bullying is an issue in school), therefore we are actively working to prevent and respond to this type of bullying.
  • Not yet met: We do not collect data about whether this group is more at-risk of being bullied / bullying others (or if this type of bullying is an issue in school).

Why is this important?

We know that care-experienced young people (i.e. looked after children and those who have been in care) are among the groups who are most at risk of bullying, including online bullying. A study by the National Centre for Social Research found that care-experienced young people aged 14 years were 1.56 times more likely to be bullied than those who had not been in care, 1.72 times more likely to be bullied at age 15 and 1.75 times more likely to be bullied at age 16. By systematically recording and addressing these incidents, as well as raising awareness and celebrating difference across the wider school community, schools can help tackle these issues, identify patterns, implement targeted interventions, and provide tailored support to vulnerable groups. This proactive approach not only helps prevent further harm but also fosters a school culture where diversity is celebrated, and all pupils feel valued and safe.

Top Tips:

  • While we know that care-experienced pupils may be more at risk of bullying than their peers, it is important to acknowledge that this is because of external factors, attitudes of others, group dynamics, perceived differences, and systems in which children and young people live and learn; we should never imply to children that they are bullied because of who they are. 
  • Ensure staff understand the reasons why a young person might be in care, the additional challenges they experience and how this might affect them. Teachers should have training on how they can better support care-experienced children for example giving them this course to complete. Involving someone with experience of being in care would make this training even more powerful.
  • Consider the impact of school activities. Be aware of actions that could make care-experienced young people feel different and ensure that all activities are inclusive and that issues are handled sensitively with the care-experienced young person leading decisions made about what is shared with other pupils. 
  • It’s important to remember to talk about diverse families and not just two parent families. This should be weaved throughout the curriculum and school life to ensure it doesn’t make care-experienced young people feel like they stand out. You could also celebrate examples of celebrities that have been in care. Here are ten examples of celebrities who were in foster care, and examples of children’s books that involve talking about adoption.
  • Children tell us they prefer restorative approaches that look into the reasons for children’s behaviour. A restorative approach might work for care-experienced young people who are involved in bullying. It can support them to feel empowered and more confident. You can read more about restorative practice here.  
  • The school should ask care-experienced pupils (especially those currently in care) how they can better support them. Building trust is key for care-experienced young people in speaking out about bullying.

Resources & examples: 

Resources:

  • You can find out more about care-experienced young people and bullying on our dedicated ABA webpage.
  • Find out what you could do as a school to support care-experienced pupils.
  • NSPCC have some useful learning resources for your staff around understanding care-experienced young people, as well as an article about why you should avoid using the acronym 'LAC' as a descriptor.
  • CBBC Newsround have a video article about charities and campaigners for children's rights calling on the government to give young people more support and listen to their stories about being in care.
  • National Education Union (NEU) have advice on how to prevent and reduce school exclusions for pupils in care. 
  • Community Care have information about protecting looked-after children from cyber-bullying.
  • Become Charity have a helpline and support service for care leavers

Examples: 

Please note that examples from primary and other school settings may still include some useful hints and tips you can adapt and apply for a secondary setting.

See below for quotes and pieces of advice from other schools:

  • "Some of our Looked After Children have inadvertently become ringleaders due to their experiences and we have implemented systems to support them with this behaviour. We have check-ins with them, we use visuals and comic strip conversations to explain their behaviours and the impact it has on others. We also have a virtual school teacher who works specifically on teaching social skills to the children."

Back to 7. At risk groups page

Note: the resources listed at the bottom of this page (below) have all been referenced in the text above.