A Teacher’s Perspective: Do primary school teachers feel prepared to support the needs of Looked-After

Children to reach their potential in Education?

Presented as part of the requirement for an undergraduate award within the Academic Regulations for Taught Provision at the University of

Gloucestershire

Dissertation Supervisor: Lynda Kay

BA Hons Education

May 2021

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Declaration

This dissertation is the product of my own work and does not infringe the ethical

principles set out in the University’s Guidelines for Research Ethics. I agree that it may

be made available for reference and photocopying at the discretion of the University.

Signed:

Name:

Date: 28/05/2021

Word Count: 10,982

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Abstract

In this study, perceptions of primary school teachers in regards to whether they feel

prepared to support the needs of looked-after children to reach their education potential

has been investigated. Online questionnaires were used to research the views of ninety-

three educators in order to answer three research questions. The majority of

participants had been in the profession for more than ten years. Purposive sampling

and snowballing were used to gather the final sample. From this, both qualitative and

quantitative data was obtained, demonstrating that teachers feel there are significant

barriers that prevent them from fully supporting the often complex needs of looked-after

children, thus impacting on their overall feelings of competency. Overall, educators felt

they had a sound awareness and understanding of the potential challenges experienced

by looked-after children that may prevent them from reaching their educational potential,

for example, the inability to trust members of staff. Key strategies consisting of building

a rapport with carers, creating a safe space and using the key person approach were

identified also identified. Nevertheless, this study highlights that there is clear demand

amongst teachers for further training in areas of attachment / trauma to enable

teachers to feel best placed to support the needs of looked-after children, which is vital

in order to give looked-after children the opportunity to thrive, both in and out of the

classroom.

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Acknowledgements

I would like to thank the BA Education Team at the University, for all of your support

over the last three years. A special thanks to Sian, for your ongoing encouragement,

support and knowledge, and to Rick, my personal tutor for your guidance, especially this

last year.

I would specifically like to thank Lynda, my supervisor. Thank you for always being there

to answer every question, no matter how big all small (there were a lot!). I would not

have been able to complete this dissertation without your positivity, kindness and

empathy.

Finally, thank you to my friends and family, for supporting me throughout the writing of

this dissertation and for always believing in me, even when I didn’t myself.

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Contents

Table of Contents

Declaration ......................................................................................................................... 2

Abstract .............................................................................................................................. 3

Acknowledgements ........................................................................................................... 4

Contents ............................................................................................................................. 5

List of figures .............................................................................................................................7

1. Introduction ................................................................................................................ 8

1.1 Context and background ....................................................................................................8

1.2 Research aims.................................................................................................................... 10

1.3 Structure of study .............................................................................................................. 10

2. Literature review .......................................................................................................... 11

2.1 Introduction ........................................................................................................................ 11

2.2 Experiences of LAC and what contributes to their profile ........................................... 11 2.2.1 Pre-care experiences ............................................................................................................................ 11 2.2.2 Attachment theory .................................................................................................................................. 12 2.2.3 Social and Emotional development..................................................................................................... 13

2.3 Educational outcomes for looked after children and potential barriers to learning . 14 2.3.1 The attainment Gap ............................................................................................................................... 14 2.3.2 Barriers to achievement ........................................................................................................................ 14

2.4 School systems and Pedagogical approaches for looked after children – the role of educators .................................................................................................................................. 15

2.4.1 The role of key educators ..................................................................................................................... 15 2.4.2 The importance of the class teacher................................................................................................... 15 2.4.3 Support for Looked-After Children ...................................................................................................... 16

2.5 Teacher Perceptions ......................................................................................................... 17 2.5.1 Emotional labour and burnout .............................................................................................................. 17 2.5.2 Training, experience and awareness................................................................................................. 17

2.6 Conclusion ......................................................................................................................... 18

3. Methodology ................................................................................................................ 20

3.1 Introduction ........................................................................................................................ 20

3.2 Research design ................................................................................................................ 20

3.3 Data collection ................................................................................................................... 21 3.3.1 Distributing the questionnaire .............................................................................................................. 22

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3.4 The sample ......................................................................................................................... 23

3.5 Reliability and validity ....................................................................................................... 24

3.6 Analysis of data ................................................................................................................ 25 3.6.1 Qualitative data analysis ....................................................................................................................... 25 3.6.2 Quantitative data analysis .................................................................................................................... 26

3.7 Ethical considerations ..................................................................................................... 26

4. Data Analysis and Discussion ................................................................................... 28

4.1 Introduction ........................................................................................................................ 28 4.1.1 Background ............................................................................................................................................. 29

4.2 Practitioners understanding of the needs of a LAC ...................................................... 29 4.2.1 Pre-care experiences ............................................................................................................................ 29 4.2.2 Social-Emotional difficulties ................................................................................................................. 30 4.2.3 Challenges experienced by LAC ......................................................................................................... 31 4.2.4 Attachment disorder .............................................................................................................................. 32

4.3 Practitioners perceptions of awareness and training ................................................... 33 4.3.1 Awareness of needs .............................................................................................................................. 33 4.3.2 The need for regular/updated training ................................................................................................ 34 4.3.3 The importance of training and its impact on practice ..................................................................... 37

4.4 Pedagogical approaches .................................................................................................. 38 4.4.1 Approach to support .............................................................................................................................. 38 4.4.2 Strategies to support LAC .................................................................................................................... 40 4.4.3 Learner-teacher relationship ................................................................................................................ 42

4.5 Challenges to supporting LAC ......................................................................................... 42 4.5.1 Demands of teaching profession ......................................................................................................... 42 4.5.2 Lack of resources................................................................................................................................... 43 4.5.3 Lack of knowledge and low confidence levels .................................................................................. 44

5. Conclusion ................................................................................................................... 45

5.1 Summary of findings ......................................................................................................... 45 5.1.1 What do teachers feel are the challenges experienced by Looked-After Children that inhibit them from reaching their potential? ............................................................................................ 45 5.1.2 What are the barriers that may affect a teacher’s ability to support the needs of a learner who is identified as Looked-After? ........................................................................................................... 46 5.1.3 What are the strategies that teachers use or feel they would use to support learners identified as Looked-After? ........................................................................................................................ 47

5.2. Strengths of study ............................................................................................................ 48

5.3 Limitations of the study .................................................................................................... 48

5.4 Future research .................................................................................................................. 48

6. Reference list ............................................................................................................... 50

7. Appendices .................................................................................................................. 59

Appendix 1: Letter to Gatekeeper .......................................................................................... 59

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Appendix 2: Thematic Analysis ............................................................................................. 60

Appendix 3: Questionnaire information sheet ..................................................................... 61

Appendix 4: Question 5 ........................................................................................................... 62

Appendix 5: Question 6 ........................................................................................................... 62

Appendix 6: Question 7 ........................................................................................................... 63

Appendix 7: Question 12......................................................................................................... 63

Appendix 8: Question 13......................................................................................................... 64

Appendix 9: Question 14......................................................................................................... 64

List of figures

Figure 1: Question 1..................................................................................................................28

Figure 2: Question 17................................................................................................................30

Figure 3: Question 3..................................................................................................................32

Figure 4: Question 8..................................................................................................................33

Figure 5: Question 10................................................................................................................34

Figure 6: Question 9..................................................................................................................36

Figure 7: Question 18................................................................................................................39

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1. Introduction

1.1 Context and background

Children bring their emotional and social experiences to education settings and

educators are often on the frontline for witnessing the repercussions of such events

(Geddes, 2017). For many children, their early experiences would have been pleasant,

having nothing but a positive influence on their development. These children are often

able to thrive in the classroom environment with little difficulty and are able to develop a

love for learning (Geddes, 2006). However, for some children, their early experiences

may have may be filled with a series of traumatising events, leaving them with disrupted

developmental patterns, making it challenging for them to flourish within the classroom

(Hillman, Cross and Anderson, 2020). Looked-After Child (LAC) is likely to have

experienced such adversity and as a result of their experiences, require something

more than simply ‘good teaching’ in order to reach their full educational potential (Dann,

2011).

A LAC is commonly known as a child who is looked-after by a local authority and is

therefore identified as ‘in care’ (Department for Education, 2019a). Under the Children

and Families Act (2014), the term ‘looked-after’ is associated with the local authority

obtaining a placement or care order which places the child in their care for more than a

24-hour period (Jones et al., 2011). The reason behind why a child may become looked

after can range from factors such as abuse, neglect to parental disability or a long-term

illness (Department for Education, 2019a). When a child ends up in the care of the local

authority, there is an indication that they have experienced some form of trauma

(Bombèr, 2007). This makes children identified as looked-after a highly vulnerable

group within society and due to their adverse childhood experiences (ACE), their

development can be largely disrupted, resulting in these individuals displaying complex

needs that may be challenging for an educator meet (Pinto and Woolgar, 2015). As of

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31st March 2020, it was reported that there were 80,080 children in care of the local

authority, which was up 2% compared to the previous year (GOV.UK, 2020).

Under the Children’s Act 1989, the local authority has a duty to safeguard and promote

the welfare of LAC and with this comes the responsibility of promoting individuals’

educational achievement (Department for Education, 2018). However, the education of

LAC has not always been regarded as a high priority and, as a result, the academic

attainment of these vulnerable individuals was once extremely poor compared to their

non-looked after peers (River, 2018). Although it has been acknowledged this gap has

narrowed over time, Sen (2018) highlights that it is still substantial, placing emphasis on

the important role educators have in promoting the achievement of LAC, despite their

potentially challenging needs.

What is worrying is that teachers of LAC have previously reported feelings of

incompetency when supporting their needs within the classroom (Edwards, 2016) with

some being anxious around the variety of behaviours presented by children identified as

looked-after and how best to support them (The Rees Centre, 2020). Given the

important statement from the Department of Health (2000) that “understanding

children’s individual complexities is vital when supporting LAC”, teachers who feel

incompetent and therefore lack knowledge and understanding of the needs of LAC may

cause further detriment to their education and overall development- which, is extremely

concerning. However, the feelings expressed by teachers of LAC have not been largely

considered within the literature, demonstrating a potential gap in the field for the

perceptions of teachers of LAC in whether they feel prepared to support the needs of

LAC to be explored.

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1.2 Research aims

The aim of this study is to research the perceptions of primary school teachers in

whether they feel prepared to support the needs of LAC in order for them to reach their

educational potential. Effective strategies that are used or may be used to by teachers

support LAC will be explored, along with identification of potential challenges LAC

experience that present them with barriers to learning, and, finally, exploration of

challenges faced by educators that inhibit them from supporting the needs of LAC within

the classroom.

These aims have been separated into three research questions:

• What do teachers feel are the challenges experienced by Looked-After children

that inhibit them from reaching their potential?

• What are the barriers that may affect a teacher’s ability to support the needs of a

learner who is identified as Looked-After?

• What are the strategies that teachers use or feel they would use to support

learners who are Looked-After?

1.3 Structure of study

This study comprises of a literature review that will consider the existing research on

this topic in order to assist further research, followed by a methodology section,

presentation and discussion of findings and finally a conclusion to summarise key

findings, in conjunction with the three research questions, to answer the over-arching

question.

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2. Literature review

2.1 Introduction

Whilst the outcomes for LAC have been researched considerably within the field, it is

evident that less attention has been paid to the perceptions of teachers of these children

(Edwards, 2016). However, as Bombér (2007) suggests, in order for teachers to fully

support a LAC, a greater understanding into the causes of their behaviour is required,

but where this understanding is acquired is a question that has risen throughout the

analysis of the literature. In relation to the title of this research, the literature revealed

that the ‘needs’ of LAC refers to their social, emotional and learning needs.

Furthermore, the notion of ‘potential’ in education, relates to the individual criteria for

achievement (Gillies, 2008). This literature review is separated into four key themes and

further organised into sub-headings to ensure the upmost clarity.

2.2 Experiences of LAC and what contributes to their profile

2.2.1 Pre-care experiences

It was evident throughout the literature that the pre-care experiences of child as

identified as being ‘looked after’ can have profound effects on their development. The

National Children’s Bureau (2006) express the crucial need for a child to experience a

safe and stable environment in order for them to reach their potential in all aspects of

their development. However, for children in care, instead of experiencing a loving,

nurturing and consistent environment with their birth families, Bombér (2007) suggests

that their experiences are filled with inconsistency, fear and trauma as a result of

potential abuse and/or neglect, as well as several home and school placements, further

indicating the experience of significant trauma and loss (Marshall, 2014). Therefore, as

the DfE (2018) highlight, LAC start their educational journey with the major

disadvantage of their pre-care experiences compared to their non-looked after peers.

The implications of this as Dann (2011) explains may have a long-lasting effect on a

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child’s developmental progress, which can seriously impede their ability to learn and

make sense of the intentions of those around them (Bombér, 2007).

The need for educators to have an understanding of early trauma and the implications

this has on the developing brain has been emphasised throughout literature (Dann,

2011; Marshall, 2014). Cairns, (2002, p.46) states that “children whose environment is

hostile or lacking in nurture end up thinking with a very different brain” and Dann (2011)

suggests, it is vital that educators work to understand this ‘very different brain’ and

become aware of the significant developmental vulnerabilities they are exposed to as a

result of their traumatic experiences (Bombér, 2007).

2.2.2 Attachment theory

The identified ‘Father of Attachment’, John Bowlby (1969) proposed the idea that there

is a direct link between early childhood experience and later behaviours (Carpenter,

2017). Attachment can be defined as, “A deep enduring bond which connects one

person to another” (Ainsworth, 1973, cited in Hillman, Cross and Anderson, 2020 p.2).

Children are described as vulnerable beings and therefore seek to invest in connecting

to an adult who can guide and support their development (Marshall, 2014). This would

describe a ‘healthy’ attachment cycle, leading to the development of a secure

attachment (Hillman, Cross and Anderson, 2020). However, for a LAC, their attachment

cycle would likely to have been disturbed, consequently leading to the development of

an insecure attachment (Marshall, 2014). A key concept of attachment theory is the idea

of the Internal Working Model (IWM). This is described by Bowlby (1969, pp.332) as “a

cognitive framework that influences how the child understands the world, the self and

others, based on their attachment with a primary caregiver”. Where the IWM is based

on early life experiences of fear and worthlessness, it is likely to be distorted, leading to

a negative perception of the self and others (Hillman, Cross and Anderson 2020).

Carpenter (2017) expands on this and infers that a negative IWM can impact on the

child’s ability to learn as their expectations of the class teacher will be based on their

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experience with adults in their lives who were unavailable. The National Children’s

Bureau (2006) explain that this makes it a challenge for such children to trust adults that

come into their lives, effecting their ability to build and sustain relationships without

appearing as though they are manipulating the adult as a way of controlling potential

outcomes, to ensure their own safety (Dann, 2011).

2.2.3 Social and Emotional development

Literature has revealed that children in care are highly vulnerable to social-emotional

difficulties as a result of their early adverse experiences, which consequently, may

impact on learning and development (Hillman, Cross and Anderson, 2020). Government

policy outlined in ‘Keeping children safe in education’ published by DfE (2020) and

‘Promoting children and young people’s emotional health and wellbeing’ published by

Public Health England (2015) acknowledge the detrimental effects being a LAC can

have on social-emotional development. Both documents recognise the relationship

between social-emotional difficulties and the ability to learn and place emphasis on the

role of the educator in supporting a child in care with their social-emotional needs. A key

Government document, ‘Promoting the education of looked-after children and previously

looked after children’ (DfE, 2018) highlights that, those involved in the education of a

LAC must have the awareness and the appropriate training and skills regarding

potential social-emotional needs and how best to support them. However, River, (2018)

notes a potential problem regarding the appropriate support for social-emotional needs

of LAC and implies that there are uncertainties around the quality of education and its

ability to address the social-emotional needs of so many LAC. Therefore, Banerjee,

Weare and Farr (2014) highlight the importance of establishing a whole-school

approach to promoting the social and emotional development of pupils through regular

staff development opportunities and access to high-quality assessment information.

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2.3 Educational outcomes for looked after children and potential barriers to

learning

2.3.1 The attainment Gap

There is a considerable body of research surrounding the notion that LAC as a group

obtain poorer educational outcomes compared to their non-looked after peers (Liabo,

Grey and Mulcahy, 2013; Sebba et al., 2015; Sugden, 2013). There is a view that the

education of LAC has not always been given the priority it deserves as Sugden (2013)

explains that historically, there was a lack of appreciation for the education of LAC. Sen

(2018) highlights that previous reports demonstrate the attainment gap was largely

concerning and as a result, attention was drawn to the underachievement of children

and young people in public care (Dann, 2011). Although, as Simkiss (2012)

acknowledges this gap has narrowed over time, Sen (2018) highlights that it is still

substantial. This is reiterated in the 2019 DfE report ‘Outcomes for looked after children

by local authorities in England’, whereby statistics regarding the academic achievement

of children in each key stage were outlined with emphasis on the underachievement of

LAC as a group (DfE, 2019b). It has been argued that it is beyond dispute that LAC fail

to thrive in the current education system (Dann, 2011) and improving outcomes for

children in care remains somewhat elusive (Coman and Devaney, 2011).

2.3.2 Barriers to achievement

It is evident that there are multiple barriers a LAC is presented with that may inhibit

them from achieving similar educational outcomes to that of their non-looked after

peers. O’Sullivan and Westerman (2007) encountered a problem during their study

whereby they found that key information regarding LAC prior education, placement

moves and experiences were difficult to obtain due to being held in a variety of places.

This appears concerning and highlights the idea that educators have great difficulty in

seeing the whole picture of a child in care due to the lack of information available, which

could consequently impact the planning of educational provision (Berridge, 2007). In a

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more recent study, a similar problem occurred as Mannay et al., (2017) found that the

information transferred between agencies, professionals and educational institutions

was inadequate at the time of a placement move, which was seen to restrict the

enrolment in schooling and therefore disrupt key learning opportunities.

2.4 School systems and Pedagogical approaches for looked after children – the role of educators

2.4.1 The role of key educators

Literature recognises the key role educators have in the supporting the education of

LAC, and acknowledges what constitutes to effective practice within school systems to

enable LAC to thrive in the classroom environment. One of the main roles emphasised

throughout literature was that of a designated teacher, which is typically fulfilled by a

qualified teacher in every school where there is a LAC on roll (Sen, 2018). The ‘Every

child Matters’ programme released in 2003 (HM Treasury, 2003) created the role of the

designated teacher and this role was made mandatory in all state schools in 2008

through the Children and Young Person’s Act (2008). The main role of the designated

teacher is to promote the educational achievement of LAC through understanding the

reasons behind the behaviour displayed, having a sound awareness of their potentially

complex needs as a result of their experiences, ensure school policies are effective in

reflecting the needs of LAC and work to coordinate all staff involved with a LAC (DfE,

2018).

2.4.2 The importance of the class teacher

In their study, Berridge et al., (2020) considered the perceptions of LAC and it was

found that the student-teacher relationship was vital in order for learners to feel

confident within the classroom environment, enabling them to participate in class

discussions and thus enhancing their educational outcomes. Following on from this,

Sugden, (2013) found that the main adult who supported the educational progress of

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LAC was the class teacher. This could be due to the positive student-teacher

relationship found in the study of Winter (2010), which concluded that a positive

relationship with the class teacher can allow for a LAC to feel supported with potential

barriers they are presented with as a result of their experiences and therefore enhance

their learning experience. Edwards (2016) expands on this and states that the emotional

needs of LAC can be met by the teacher which has the potential to facilitate learning.

However, Greig et al., (2008) highlights a potential problem with regards to teacher

competency and supporting the emotional needs of LAC; “children with troubled

histories and their teachers have extensive exposure to each other, yet have little or no

information to facilitate understanding and intervention” (Greig et al., 2008, p.14).

Therefore, as Golding (2013) suggests, LAC need a carefully chosen ‘key adult’ to act

as an additional attachment figure, who has the knowledge and understanding of how

best to support the emotional difficulties experienced by the child, and also the capacity

to adapt a LAC perception of themselves, others and the world.

2.4.3 Support for Looked-After Children

The Department for Children, Schools and Families (2018) recognise that the practice

aiming to support LAC already exists in many schools. The importance of building a

rapport with carers of LAC has been identified as an effective strategy when supporting

these children within the classroom (Department for Children, Schools and Families

2009). In the 2008 Ofsted report ‘Looked-after children: good practice in schools’ a key

factor when identifying the notion of ‘good practice’ was continuous and effective

communication between home-school links, whereby the opportunity was given to

provide carers with resources and time to enable them to better understand how to be

involved with the child’s learning process, with the aim of improving outcomes for LAC.

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2.5 Teacher Perceptions

2.5.1 Emotional labour and burnout

There is a considerable body of research that suggests teachers are more vulnerable to

work-related stress than many other occupational groups (Kinman, Wray and Strange,

2011). Therefore, it is though that emotional burnout is something commonly

experienced by those within the teaching profession (Kinman, Wray and Strange, 2011;

Leeson, 2011). Emotional burnout is defined as “physical, emotional and mental

exhaustion resulting from a chronic state of cumulative pressure or stress at work”

(Golembiewski, Munzenrider and Carter, 1983).

Edwards (2016) looked specifically at the emotional burnout of fourteen key stage 2

teachers, all of which worked with LAC at that time. It was found that the participants

experience a considerable amount of emotional burnout during interactions with LAC,

perhaps due to the high level of emotional management required in these interactions

on the teachers’ behalf. However, findings from Edwards (2016) should be treated with

caution due obtaining only a small sample size. Moreover, Oberle et al., (2020) highlight

that other factors contributing to emotional burnout within teachers consist of, lack of

resources in schools, a demanding curriculum, and difficulties with effective behaviour

management. However Oberle et al., (2020) go onto explain the emotional burnout of

teachers can be detrimental to learners with complex emotional needs, as a teachers

own social-emotional competency and well-being are central to the emotional support

they can provide to students.

2.5.2 Training, experience and awareness

A recently published report from The Rees Centre (2020) sets out the first published

results from the Alex Timpson Attachment and Trauma Awareness in schools

Programme. The report summarises data collected from twenty-four primary schools

prior to the Covid-19 pandemic. The pandemic disrupted the researchers ability to carry

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out field work, resulting in the sample size of this study being small. Therefore, it is

highlighted that results should be treated with caution.

Data was gathered before the school received attachment and trauma awareness

training in 2018/19 and then one year later once the training was complete. The results

showed that only 31% of classroom teachers felt they had a sound awareness of

attachment difficulties in learners and this group of participants happened to be

teachers with more experience in practice. Edwards (2016) found a similar concept in

her research in that newly qualified teachers (NQT) felt incapable in supporting learners

with complex emotional difficulties and often questioned why they felt unable to manage

the behaviour of children identified as being looked after.

In regards to confidence in supporting LAC in teachers, results from the study carried

out by The Rees Centre, (2020) show that confidence levels only improved slightly as a

result of the training as practitioners became more aware of what they did not know in

terms of support for LAC within the classroom. Despite this, it is evident that the training

experience had the upmost benefits for both teachers and learners, with 64% of

participants reporting changes they had made to their everyday practice with vulnerable

young people. Berridge et al., (2020) emphasises the benefits of teacher training in

attachment and trauma and there is a strong consensus that training in this area is

necessary in order for teachers to gain the fundamental appreciation of the underlying

reasons for behaviour displayed by a child identified as looked after and ways to

support them to overcome barriers to learning (Dann, 2011).

2.6 Conclusion

To conclude, the research identified four main themes within the literature in relation to

children in care, their education and the experiences of the teacher of LAC. It is evident

that the often, adverse early experiences of LAC have a negative impact on their later

development which has a direct effect on their ability to learn and thrive within the

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classroom setting. The relevance of ‘Attachment theory’ has been explored and could

possibly act as an important explanation into the underlying behaviours displayed by

children in care, which, consequently, could help teachers to better understand their

learners and implement appropriate strategies to support their learning and

development.

It is clear that there is a direct correlation between the experiences of a LAC and their

educational attainment and this literature review has explored the potential barriers

experienced by a LAC that may inhibit their learning and development, with a focus on

placement moves, a lack of information regarding and their profile and the inability to

form and sustain relationships.

Finally, throughout the literature, and more specifically explored in the final theme, it is

evident that there is a lack of awareness among teachers on how best to support

learners identified as looked-after. The limited scope of research surrounding teachers’

perceptions is concerning and the effect that practitioners who have little awareness,

understanding or training may be of further detriment to the learning and development

of a child that has complex needs.

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3. Methodology

3.1 Introduction

Wainright (2018), highlights that a methodology can be identified as both a framework

and rationale around the structure of a research project, whereby the necessary actions

taken to meet the aim of the research are presented, explained and critically evaluated

(Clough and Nutbrown, 2007).

3.2 Research design

This research adopts an interpretivist paradigm whereby both qualitative and

quantitative data were collected. Burton, Bundrett and Jones (2014) state that

paradigms represent differing world views regarding the way in which reality is

understood ‘ontology’ and the production of knowledge is perceived ‘epistemology’. The

selection of a paradigm depends on the way in which a researcher wishes to explore a

certain topic based on personal principles (Bartlett and Burton, 2016). This study aimed

to explore the perceptions of primary school teachers in a deep and rigorous way

through gathering a variety of detailed perspectives, leading to the selection of an

interpretive paradigm.

An interpretive researcher aims to explore perspectives and shared meanings to

develop a deep insight and understanding of phenomena occurring in a social world

(Burton, Bundrett and Jones, 2014). Typically, an interpretivist paradigm leads to the

adoption of a qualitative approach as, ‘participants are given a voice, and issues that lie

beneath the surface of presenting behaviours and actions are probed’ allowing for rich,

in-depth data to be collected (Cohen, Manion and Morrison, 2018, pp, 113). However, to

ensure a more comprehensive understanding of the topic is acquired (Bell and Waters,

2018), a questionnaire was selected, hoping to gather both quantitative and qualitative

data.

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3.3 Data collection

The data collection process involved questionnaires which are described as, “a form of

gathering different responses to specific questions asked by a researcher” (Buckler and

Walliman, 2016, pp.199). Cohen, Manion and Morrison, (2018) identify that

consideration of the way in which questions are written is crucial to ensure relevant data

is gathered. The questionnaire aimed to gather both quantitative and qualitative data,

allowing participants to include what they felt was most relevant in their attempt to

answer questions based on their personal experiences of working with LAC (Kay and

Wainwright, 2018). The questions were created in relation to the themes identified

within the literature review, along with careful consideration of the study’s research

aims, to ensure these could be answered.

The initial research proposal set out to gather data through distributing questionnaires

and then carrying out interviews with one practitioner to “explore identified themes in

greater depth” (Buckler and Walliman, 2016, pp.188. However, due to the qualitative

and quantitative elements of the questionnaire resulting in a large amount of rich data

being gathered, the decision was made to solely use questionnaires as the data

collection method. A disadvantage associated with questionnaires is they can often

have a low response rate (Braun and Clarke, 2013), resulting in a limited number of

responses and thus simply not enough data to draw accurate, reliable conclusions (Yu-

Hao, 2016). However, the sample consisted of a total of 93 participants, all of which

responded to the questions in great detail regarding their personal opinions and

experiences, allowing for more comprehensive results to be obtained – something that

may have only been mirrored if an interview was to be carried out involving such a small

sample size (Buckler and Walliman, 2016).

Closed questions relating to demographics were positioned at the start of the

questionnaire to enable a simple question and answer routine to be established, and

thus a level of trust to be developed between the researcher and respondent (Curtis,

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Murphy and Shields, 2014). Furthermore, incorporating closed questions at the

beginning of the questionnaire allows the respondent to feel a sense of completion

which is seen to increase response rate (Buckler and Walliman, 2016). The format of

the questionnaire consisted of Likert-scales, pre-determined multiple-choice questions

with the opportunity for respondents to explain, or add to their answer, and long answer

boxes, aiming to capture more rich, in-depth qualitative data. Subsequent to the Likert-

scale questions, the respondents were required to give reason for their answer to

enable the nature of their opinion to be explored (Curtis, Murphy and Shields, 2014).

The open-ended questions were a key feature of the questionnaire, as respondents

were given the opportunity to provide information that may have not otherwise been

captured if only closed questions were provided (Curtis, Murphy and Shields, 2014).

A decision was taken to pilot the questionnaire with a primary school teacher before

being distributed to the wider population. A pilot study gains confirmation that the

questions are clear to the reader, which is essential to ensure the reader understands

what is being asked of them Cohen, Manion and Morrision, 2018). It also provides an

opportunity for any necessary changes to be identified, allowing for the upmost clarity to

be maintained (Palaiologou, Needham and Male, 2016). The primary school teacher

was unable to remain anonymous as they were personally approached to complete a

pilot, therefore the decision was made to not include their response in the final study as

the lack of anonymity could have had an impact on how honest the responses were

(Kay and Wainwright, 2018).

3.3.1 Distributing the questionnaire

With regards to the distribution of the questionnaire, there were multiple options. Online

questionnaires were considered the best approach as they are cost-effective, quick to

distribute and can reach a wider population compared to, say, postal questionnaires, for

example (Buckler and Walliman, 2016). Gatekeepers of five primary schools were

emailed (Appendix 1) to inform them of the nature of the study, how members of their

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teaching staff could help and finally, whether or not they would be willing to send the

questionnaire link to the appropriate members of staff. Three out of the five gatekeepers

responded, and all were very happy to engage with the study and therefore agreed to

send the questionnaire link to members of their teaching staff. As not all five

gatekeepers responded, the decision was made to post the questionnaire on a social

media platform, to ensure a wider sample could be reached.

3.4 The sample

The type of sampling used is identified as ‘purposive sampling’ and involves “own

judgement in the selection of participants in relation to certain characteristics or traits”

meaning it is therefore non-probability (Burton, Brundrett and Jones, 2014 pp. 97).

Gatekeepers from a total of five primary schools were approached, however, only three

of the chosen schools responded and showed willingness to participate in the study

through emailing the questionnaire link to the appropriate members of staff, a method

known as ‘snowballing’ (Burton, Brundrett and Jones, 2014). It was essential that the

participants had an understanding, or experience of working with looked-after children,

to enable the research questions to be fulfilled based on their relevant knowledge and

experience. It has been identified that there is a significant lack of research that

considers the perspective of the educator in relation to supporting and working with

looked-after children (Edwards, 2016). Therefore, to have the views of the educator

presented in the sample was important.

Furthermore, the questionnaire link was posted into various primary school teacher

forums on social media, with the option for potential participants to ‘share’ the

questionnaire to others they deem as appropriate respondents. This method is an

further example of ‘snowball sampling’ (Burton, Brundrett and Jones, 2014) and enabled

the sample to be widened further, allowing for more participants to engage with the

study, producing a range of in-depth data.

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3.5 Reliability and validity

Ensuring research is reliable and valid is essential for the production of accurate data

(Thomas, 2017).

Reliability refers to “the consistency of data” in whether or not “similar results would be

obtained from a similar sample” (Buckler and Walliman, 2016, pp. 219). Using open

questions can be a way to mitigate bias and ensure results are not influenced by the

researcher’s personal views (Dewis, 2018). Allowing respondents to give their own

opinion without feeling obliged to respond in a certain way due to the way in which the

question is worded ensures responses accurately represent the participants

perspectives, thus resulting in more accurate data (Buckler and Walliman, 2016).

However, within interpretive research, Thomas (2017) acknowledges that reliability can

be challenging as the conclusions drawn are very much down to the researcher’s

individual interpretation. Consequently, not every person researching the same topic will

gather identical data, therefore, researchers “should not make any claims beyond the

scope of evidence that they are working with” (Burton, Bundrett and Jones, 2014, pp.98)

and caution should be taken when generalising data to other settings that were not used

in the study.

Furthermore, validity “refers to accuracy or the representation of the collected data in

illustrating a phenomenon” (Buckler and Walliman, 2016, pp.219). To assure validity,

appropriate research methods need to be adopted that set out to measure what is

required to answer the research questions (Dewis, 2018). Within interpretive research, it

is possible that validity can be decreased if the researcher is bias in terms of their

approach to analysing data (Buckler and Walliman, 2016). To mitigate this, appropriate

methods of data analysis were adopted that allowed for various themes to be

highlighted.

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In addition, to ensure the upmost reliability and validity, a form of triangulation was

used. Triangulation is commonly viewed as “a means of using more than one source of

information to validate findings and conclusions drawn and thus achieve a high level of

accuracy” (Ma, 2016, pp.31). Within the study, ‘data triangulation’ relating to the sample

used increased the reliability and validity. Due to the large sample size of 93

participants, it is argued that the results are more comprehensive as a great number of

respondents engaged with the study, which therefore, increases the accuracy of the

findings (Buckler and Walliman, 2016).

3.6 Analysis of data

3.6.1 Qualitative data analysis

Qualitative data analysis “concerns how we move from the data to understanding,

explaining and interpreting the phenomena in a question” (Taylor and Gibbs, 2010, pp.1

cited in Cohen, Manion and Morrison, 2018, pp. 643).

The analysis of qualitative data is deemed to be heavy on interpretation, therefore,

responses from participants can be understood in different ways (Cohen, Manion and

Morrison, 2018). To find meaning and ensure the identification the main points within

the data, a thematic analysis was adopted (Dewis and Kay, 2018). To allow one to fully

immerse themselves in the data and thus carry out a thematic analysis, the main

themes that appeared from the questionnaire was highlighted and matched with the

research questions, allowing potential answers to be identified (Dewis and Kay,

2018).The themes identified may have been emergent, or pre-determined from the

literature. Subsequently, key phrases that related to a particular theme were colour

coded, tallied and captured within a thematic framework (Appendix 2). Using a thematic

framework is seen to increase the validity of the research findings as connections

between the literature and data can be made, allowing for a comprehensive analysis to

be carried out (Buckler and Walliman, 2016).

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3.6.2 Quantitative data analysis

The software used to create the questionnaires was able to interpret the quantitative

data and formulate this information into graphs, charts and pie charts.

3.7 Ethical considerations

Within research involving human participants, a wide range of ethical considerations

must be adopted to ensure the emotional-wellbeing of participants (Warr, 2016) and to

strengthen the reliability and validity of the research (Brooks, Te Riele and Maguire,

2014).

Firstly, participants must make an informed decision about whether they want to be

involved within the research or not (Carter, 2018). Informed consent is therefore “the

condition in which your participants understand and agree to their participation without

duress” (BERA, 2004, pp.6). As purposive sampling was used, gatekeepers of five

primary schools were approached with a letter, informing them of the purpose of the

research, the nature of what the involvement would be for participants and personal

contact details, to allow for any potential questions to be asked about the study.

Furthermore, an information sheet was provided on the questionnaire which recited the

information regarding the participants involvement with the study, allowing for fully

informed consent to be ensured (Appendix 3).

In addition, it was made explicit that the participants involvement with the study was

voluntary and there was opportunity to withdraw at any time up until the response was

submitted, as from then on, the data was anonymous (BERA, 2018).

Anonymity was successful as an online questionnaire was used. Ensuring anonymity

was important as Cohen, Manion and Morrison (2018, pp.) state that “the guarantee of

anonymity will allow participants to feel confident in providing their perspectives or

experiences”. This was essential as the nature of the research was to explore the

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perspectives of primary school teachers in relation to whether they feel prepared to

support the needs of looked-after children. Therefore, ensuring anonymity could have

resulted in perhaps more ‘honest’ responses from the participants, thus, increasing the

validity of the data gathered (Burton, Brundrett and Jones, 2014).

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4. Data Analysis and Discussion

1. What do teachers feel are the challenges experienced by Looked-After Children

that inhibit them from reaching their potential?

2. What are the barriers that may affect a teacher’s ability to support the needs of a

learner who is identified as Looked-After?

3. What are the strategies that teachers use or feel they would use to support

learners identified as Looked-After?

4.1 Introduction

This chapter aims to analyse and discuss the findings that have been collected through

conducting questionnaires. Thematic coding has been adopted therefore, this chapter

will be structured around the four identified over-arching themes from the data. Explicit

links to the three research questions will be explored in chapter 5.

Themes presented

1. Practitioners understanding of the needs of a LAC

2. Practitioners perceptions of awareness and training

3. Pedagogical approaches

4. Challenges to supporting LAC

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4.1.1 Background

Figure 1

Figure one shows that the majority of participants (53.8%) have been a qualified teacher

for more than 10 years. This should be considered when looking at the results of the

present study, as literature highlights that more experienced teachers feel they have a

better awareness, understanding and higher levels of confidence when supporting LAC

in their classroom (The Rees Centre, 2020), compared to that of Newly Qualified

Teachers (NQT) and teachers with less experience (Edwards, 2016).

4.2 Practitioners understanding of the needs of a LAC

When analysing the data, four sub-themes arose in relation to the overarching theme

‘practitioners understanding of the needs of a LAC’.

4.2.1 Pre-care experiences

The data from the questionnaire demonstrated that a large number of respondents (41)

have a clear understanding of the potential adverse experiences of LAC and emphasise

how important obtaining information regarding a LAC background is to supporting them

within the classroom. One participant stated that “many LAC have been subjected to

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trauma which needs to be taken into account when teaching, communicating and

building a relationship with that child to ensure they feel safe and can learn”. This is

reiterated by another participant, who stated, “the circumstances in which a child

becomes ‘looked after’ are likely to be relatively traumatic or disruptive to their

childhood”.

The findings relating to the importance of an educators understanding of the pre-care

experiences of a LAC align that of Bombér (2007) and Dann, (2011) explored in chapter

2. However, in contrast, one participant stated that “very few teachers show an

understanding of the needs of a LAC and also how to cater for them”. Although this was

only mentioned by one participant, it could appear concerning if there are practitioners

working with LAC that lack an understanding of their potentially complex needs, and

how best to support them to overcome their barriers to learning.

4.2.2 Social-Emotional difficulties

Many participants (46) expressed some understanding and placed emphasis on the

potential social-emotional needs of LAC. A number of participants inferred that, until the

emotional needs of a LAC are addressed, their ability learn effectively may be inhibited.

This was clear from one respondent who stated, “children who are looked-after tend to

have higher emotional needs and sometimes this can impact their learning”. In terms of

potential social difficulties, one responded stated that “LAC will need additional time to

form bonds and relationships before they can be educated”. This, again, places

emphasis on the importance of educators having the appropriate understanding

regarding the needs of the LAC in their class in order to best support them to strive to

reach their potential.

The notion that LAC are more vulnerable to social-emotional difficulties is widely

acknowledged within the literature (Hillman, Cross and Anderson, 2020). The DfE

(2020) highlight that the effects of being a LAC can be detrimental and thus present an

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individual with complex social-emotional challenges that require the appropriate

provision. The emphasis made by practitioners on the emotional needs of LAC is

reassuring, as Edwards (2016) states that the emotional needs of LAC can be met by

the teacher if the correct educational provision is in place, which in-turn, has the

potential to facilitate learning.

4.2.3 Challenges experienced by LAC

Figure 2

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Figure 2 demonstrates what teachers view as the potential challenges experienced by a

LAC within the classroom. Here, a large percentage of participants (95.7%) identified

that one of the main challenges experienced by LAC within the classroom is their ability

to ‘trust members of staff’. This was not surprising due to the large body of literature that

concurs with this finding. Dann, (2011) highlights that a LAC pre-care experiences can

affect their ability to make sense of the intentions of those around them, affecting their

ability place trust in others, particularly adults. Attachment theory (Bowlby, 1969),

explored in chapter 2, may provide a framework from which these findings can be

understood in regards to a LAC Internal-Working-Model (IWM). Furthermore, a

significant percentage of participants (93.5%) felt that LAC find it difficult to ‘have

confidence within their own abilities’. Although this is an important finding in terms of

obtaining an educators perception of the challenges faced by LAC, it is not surprising.

The literature drawn upon in chapter 2 highlights that the IWM of a LAC may not only

distort the perception of others, but also themselves (Carpenter, 2017), making it a

challenge for them to feel worthy of success or praise.

4.2.4 Attachment disorder

A total of 4 participants made reference to attachment disorder when presented with

questions relating to the potential needs of children identified as looked-after. One of

these participants stated “If you do not understand anything about attachment, it may

have a negative impact on how you respond to that child”. Considering the nature of this

statement, it is clear that there is a view amongst educators that having an

understanding of the potential impact attachment disorder can have on learners

identified as looked-after is central to offering them the most appropriate support and

understanding their needs. Attachment disorder and the implications this has on

learning (Bowlby, 1969) can be explained through the theory of attachment explored in

chapter 2. What is curious about this result is that only 4 out of 93 respondents

mentioned attachment disorder, despite the literature demonstrating the extent to which

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attachment disorder can inhibit learning (Geddes, 2006). A possible explanation for this

finding may stem down to a lack of awareness amongst teachers about the possible

impact being looked-after, more specifically, obtaining the label ‘attachment disorder’

can have on learning and development. This perception of awareness will be explored

in the subsequent theme (4.3).

4.3 Practitioners perceptions of awareness and training

The data gathered from the questionnaire demonstrated that practitioners hold strong

perceptions in relation to their level of awareness of the needs of LAC, and training

opportunities regarding supporting LAC in the classroom environment. As a result, three

sub-themes were identified in relation to the over-arching theme ‘ practitioners

perceptions of awareness and training’.

4.3.1 Awareness of needs

Figure 3

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Figure 3 identifies that the vast majority of participants (88.2%) felt it is ‘extremely’

important for teachers to have an awareness of the needs of LAC. One participant

commented “it is extremely important for the teacher to be aware of their needs so they

can be taken into account in the classroom to ensure they are comfortable and feel safe

and happy so they can maximise their potential to learn”. Similarly, another participant

suggested that “the more aware you are of their needs, the better barriers to learning

can be removed”. This suggests that practitioners view their level of awareness of the

needs of a child identified as looked after central to their ability to effectively support

them within the classroom and therefore, remove barriers to learning. These findings

are reinforced by The Rees Centre (2020) who, in their study, highlight how difficult it

can be for teachers to effectively plan to meet the needs of LAC if they are unaware of

what their needs consist of. Furthermore, it is reassuring to identify that teachers of LAC

acknowledge how important having an awareness of their needs is to tailor educational

provision to best suit these needs, and therefore strive for the best outcomes (Dann,

2011). (See Appendix 4,5 and 6 for further perceptions of practitioners awareness in

relation to more specific needs).

4.3.2 The need for regular/updated training

Figure 4

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In terms of training surrounding attachment and trauma, the majority of participants

(71%) answered ‘yes’ to previously participating in training in this area. However, still, a

significant percentage (29%) of participants answered ‘no’. Both the DfE (2018) and

Berridge et al., (2020) acknowledge the benefits appropriate training has on practice,

and emphasise the importance of those working with LAC to receive training, allowing

them to successfully contribute to their educational provision to promote the best

outcomes for these children. Therefore, it could be suggested that a number of

participants within the study perhaps do not feel competent when supporting the needs

of LAC within the classroom due to not participating in a form of attachment and trauma

training. This observation may support the hypothesis that a lack of training could be a

major factor contributing to whether practitioners feel prepared to support the needs of

LAC, enabling them to flourish within the classroom environment (Dann, 2011).

Figure 5

The data revealed that a large proportion of participants (82.8%) feel that teachers

should have more training on ways they can support LAC within the classroom.

Although a small proportion of participants (16.1%) answered ‘maybe’, and only one

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participant answered ‘no’ these findings are still significant as practitioners clearly feel

more training is required in order to best support the needs of LAC within the classroom,

despite the large percentage of participants (71%) already having completed training in

this area. A possible explanation for this could relate to that of the findings from Dann

(2011), whereby, it was identified that training in this area is necessary in order for

teachers to gain a fundamental appreciation of the underlying reasons for the behaviour

displayed by LAC.

Many practitioners emphasised the need for regular training opportunities with one

participant stating, “one training session isn’t enough. It needs to be refreshed,

especially if there is a child that is looked after coming into the class”. Further

comments indicated what the training could specifically relate to, with one participant

stating, “It would be helpful to understand how trauma can effect learning and how to

adapt teaching and discipline accordingly”. The importance for teachers to have an

awareness of the impact trauma has on learning has been emphasised in chapter 2

(Marshall, 2014). Therefore, training that provides educators with this knowledge may

be essential to their overall understanding and awareness of the potentially complex

needs of LAC as one participant highlights “as a Mother of 4 adopted children, I feel that

some teachers have not understood the deeper reasons for my child’s needs”. This is a

thought-provoking comment that perhaps reflects the need for more understanding from

practitioners through access to appropriate training which may directly impact upon both

competency and confidence in supporting the needs of LAC (The Rees Centre, 2020).

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4.3.3 The importance of training and its impact on practice

Figure 6

Figure 6 demonstrates how impactful training around attachment and trauma was on

practice for participants who undertook a form of training in this area. Looking at figure

6, half of the respondents felt that participating in a form of training had ‘largely’

impacted their practice, highlighting the importance of training when supporting LAC

within the classroom. The significance of training was a theme that frequently appeared

throughout the data. One participant stated, “Training has allowed me to better

understand Adverse Childhood Experiences and I have become more aware of the

terms I use in front of children” whilst another suggested, “it is difficult to be aware of the

potential emotions and challenges a looked after child is facing when you have not

experienced this directly. Therefore, training is extremely important”. Training in the

area of attachment and trauma with information of the possible impact being looked-

after has on learning, along with explanation of possible behaviours a LAC may present

on a day-to-day basis clearly has a positive impact on a teachers ability to remove

barriers to learning, contributing to the level of competency a teacher feels when

supporting the needs of these learners.

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Both Bombér (2007) and Geddes (2006) highlight how training in this area should be a

core part of teacher training. However, responses from some participants eluded to

something different, with one participant stating “I never received any specific training

during my PGCE or NQT year, and currently have 2 LAC in my class. I think it would

have been very beneficial to have some sort of formal training.” This was surprising due

the large emphasis placed on the importance of training within the literature (Dann,

2011;Berridge et al., 2020) However, this finding does concur with that of The Rees

Centre (2020) whereby, in their study, some educators felt as though they have not

received the appropriate training needed to support LAC within the classroom. Perhaps,

it could be suggested that the level of training educators receive is very much

dependent on a variety of factors, the type of school be one of them. Nevertheless,

although the data emphasises the importance of teacher training in the area of

attachment and trauma. It could be inferred that more training is necessary to enable a

teacher to build a repertoire of strategies when supporting the needs of LAC within the

classroom.

4.4 Pedagogical approaches

The analysis of the data highlighted four subthemes in relation to the main theme

‘pedagogical approaches’ whereby specific methods used by teachers to support LAC

will be explored.

4.4.1 Approach to support

The most popular approach to support identified within the analysis of the data was that

of individualised support. A total of 35 participants expressed how important it was for

LAC to be seen and treated as individuals, all with differing circumstances and therefore

varied needs. One participant stated, “I’ve seen first-hand how standard policies can be

damaging to LAC. They need personalised support and care”. This comment appeared

worrying, as, although the need for individualised support is widely recognised amongst

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practitioners, it was not as widely recognised within the literature. Liabo, Gray and

Mulcahy (2013) found that taking the perception of the LAC into consideration was

important to both establish what constitutes to effective support, and how best to meet

their needs on an individual basis. However, this could have negative implications if the

child is too young to express what they find beneficial with regards to effective support.

If primary schools are using more of a ‘blanket approach’ through following policies and

procedures to support the needs of LAC, it could have a negative impact on the learner,

as needs may potentially go unidentified and therefore un-met, inhibiting the learners

ability to achieve their potential.

Furthermore, practitioners expressed the need for a ‘whole-school approach’ to

supporting the needs of LAC with one participant stating, “support must be a part of a

school-wide collaboration”. Banerjee, Weare and Farr, (2014) acknowledge the

importance of adopting a whole-school approach to support as it ensures every member

of staff is aware of ways to intervene, allowing educational barriers to be addressed and

removed, to promote the educational achievement of LAC (Sebba et al., 2015).

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4.4.2 Strategies to support LAC

Figure 7

Figure 7 shows that educators either have used, or would use each of the listed

strategies to support the needs of a LAC. The most commonly used strategy amongst

educators appears to be ‘developing a rapport with carers’, whereby 95.6% participants

identified they have or would use this strategy as a way of supporting LAC within the

classroom. A possible reason as to why this strategy was popular amongst participants

has been acknowledged by Ofsted in their 2008 report ‘Looked-after children: good

practice in schools’ whereby effective communication between home-school links

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contributed to the notion of good practice when supporting LAC in the classroom when

removing possible barriers to learning.

Furthermore, figure 7 shows that a large proportion of practitioners (94.5%) viewed

‘having a safe-space within the classroom’ as yet another commonly used strategy

when supporting LAC within the classroom. As LAC often view the world as a ‘scary and

unpredictable place’ (Bowlby, 1969) literature emphasises the need for LAC to have an

area known as a ‘safe space’, allowing them to experience feelings of safety and

security, something that may be contrasting to their home life (Sugden, 2013). This is

also reflected through the comment “feeling safe and secure in a trusted environment is

paramount to them being able to learn effectively”. As affirmed throughout the

literature, in order for a LAC to reach their potential in different aspects of their

development, experiencing a safe and secure environment is essential (The National

Children’s Bureau, 2006).

Moreover, Marshall (2014) emphasises the need for LAC to have a carefully chosen

‘key adult’ who has the knowledge and understanding of how best to support their

emotional difficulties, along with the capacity to champion their learning needs. Figure 7

shows that when practitioners were given the opportunity to add any further comments

regarding support strategies for LAC within the classroom, many commented on the

need for LAC to have a ‘key adult’ or a ‘learning mentor’. One participant stated, “a

learning mentor or other adult at school who can be available for the child to speak to

whenever they need to, or to provide emotional support”. Golding (2013) highlights that

this adult can have a powerful role in adapting a LAC perception of themselves, others

and the world, allowing them to successfully access learning, thus confirming the

effectiveness of this strategy that is already used widely within primary schools.

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4.4.3 Learner-teacher relationship

The relationship between the learner and teacher was highlighted as a key aspect of

effective practice with LAC, within both the data and the literature. One participant

argued “LAC spend so many hours of their week at school that the relationship the

children have with their teacher can reinforce feelings of rejection or acceptance” and

then explained “if the child/teacher relationship is lining, this will have negative

repercussions on the LAC”. This places huge emphasis on the importance of a LAC

relationship with their class teacher and acknowledges the idea that teachers must have

a solid understanding and awareness of the child’s individual background (Carpenter,

2017).

A large body of literature explored in chapter 2 reinforces this idea that a positive

student-teacher relationship can adapt a LAC perception of themselves, leading them to

experience a feeling of new-found confidence as a result of connecting to a supportive

adult, which is essential to successfully access learning (Berridge et al., 2020) and

mitigate barriers they are presented with as a result of their early experiences (Winter,

2010).

4.5 Challenges to supporting LAC

This is a key theme within the data whereby the practitioners perspectives of the

challenges they experience when supporting LAC are explored. Three sub-themes in

relation to the over-arching theme ‘challenges to supporting LAC’ emerged within the

analysis of the data.

4.5.1 Demands of teaching profession

Around 50 participants made reference to various demands of the teaching profession

which, consequently, make it challenging to fully support the needs of LAC. One

participant stated, “increasing pressure regarding assessments, data collection reports

is giving teachers no space in the timetable for what is most important with a LAC, time

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to play and talk”. This was reiterated by another participant, who stated “a teacher is

pulled from every possible angle, sometimes we are just not available like we should

be”. It is clearly a worry amongst practitioners that they are sometimes unable to attend

other aspects of the profession that does not directly rate to academic success of

learners, for example, the emotional needs of their learners, more specifically the needs

of learners identified as looked-after. This appears concerning as literature emphasises

the idea that teachers are best suited to support these needs of LAC, due to the amount

of time spent with them each week (Geddes, 2006). However, it appears the demands

of the teaching profession act as a barrier to supporting the needs of these vulnerable

learners.

Edwards (2016) highlights that the demands of the teaching profession can lead to

emotional burnout within practitioners. This has concerning implications as Oberle et al.,

(2020) indicate that teachers are less able to build relationships with learners if they are

experiencing high emotional burnout. This could be detrimental to a LAC, who as

explored in chapter 2, thrive off building trusting relationships with their teachers. If

educators are experiencing high emotional-burnout as a result of the demands of the

profession, and this is having a direct impact on their ability to effectively support the

needs of LAC, the idea that teachers are best suited to support these needs must be

challenged, to allow for the most appropriate educational provision to be place for these

learners.

4.5.2 Lack of resources

Participants alluded to a lack of resources as being yet another challenge experienced

by teachers that may impact on their ability to support the needs of a LAC. The three

main resources identified were, time, staff and funding, with ‘time’ being the most

prominent, mentioned a total of 34 times. One participant stated, “there is insufficient

non-teaching time which can impact on a teachers ability to form a bond with a child and

identify/support their needs”. This is concerning given the large amount of literature that

supports the idea of teachers forming close bonds with LAC as a way to support their

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needs (Winter, 2010). However, if not enough time is allocated to allow for this

relationship to flourish, further detriment to the child’s development may be caused

(Sen, 2018).

4.5.3 Lack of knowledge and low confidence levels

One participant stated “as an NQT who has not yet had any real experience of working

with and supporting a LAC, I would not feel prepared. This may be down to the fact I

have received no official training around attachment / trauma and the potential struggles

LAC go through”. This was a very impactful comment within the data analysis, as this

participant, as a teacher, is in a position whereby they are expected to know,

understand and support the needs of LAC with confidence (Bombér, 2007). However,

as a result of a lack of training, they do not feel competent enough to support these

children within the classroom. Furthermore, as this participant is an NQT, they have

only recently trained to become a teacher, yet never received any formal training in the

area of attachment and trauma, and as a result are unaware of the potential needs of

LAC. This is concerning, and may imply that NQTs and those currently training to

become teachers are not equipped with the knowledge, skills and strategies that enable

them to effectively support LAC within the classroom. This concurs with the findings of

Edwards (2016) whereby NQTs felt incapable in supporting learners with complex

emotional difficulties and often felt unable to manage the behaviour of LAC. Perhaps,

training in this area needs to become more widely accessible for both NQTs and

experienced teachers to enable those within the profession to feel more competent to

support the needs of LAC within the classroom to reach their potential. (See Appendix

7, 8 and 9 for further reference to the confidence levels of educators regarding

supporting more specific needs of LAC).

The conclusion chapter brings together a summary of the key findings and a reflection

of this research.

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5. Conclusion

The aim of this study was to investigate whether primary school teachers feel prepared

to support the needs of LAC in order for them to reach their full potential. Through

exploring the perceptions of primary school teachers, it was discovered that the majority

felt able and therefore prepared to support the needs of LAC. However, it is evident that

this is very much dependent on multiple factors and overall, nearly all of the participants

felt they should undertake further training to develop their understanding and repertoire

of strategies to support LAC within the classroom.

5.1 Summary of findings

5.1.1 What do teachers feel are the challenges experienced by Looked-After

Children that inhibit them from reaching their potential?

The challenges identified by practitioners that LAC experience which may inhibit them

from reaching their potential were:

• Pre-care experiences – It was identified that many LAC have been subjected to

trauma, and this consequently, has a huge impact on their ability to learn. This

can be viewed as one of the over-arching reasons behind why a LAC may

experience a variety of challenges within the classroom.

• Social-Emotional difficulties – Social-Emotional difficulties, were identified by

educators as a challenge experienced by LAC as a result of their pre-care

experiences. These difficulties must be supported in order for the individual to

successfully access learning and thus reach their potential.

• Inability to trust adults / form and sustain relationships with peers / lack of

confidence - Educators identified that these were the main challenges

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experienced by LAC at school, which can have a direct impact on their ability to

learn.

5.1.2 What are the barriers that may affect a teacher’s ability to support the needs

of a learner who is identified as Looked-After?

This research question was key to gaining an insight into whether educators feel

prepared to support the needs of LAC within the classroom. The main barriers identified

by practitioners were:

• Demands of teaching profession – It was identified by educators that the

demands of their profession can act as a barrier that prevents them from

supporting the needs of LAC, thus impacting on their ability to support them to

reach their potential.

• Lack of resources – It was discovered that educators feel that there is a lack of

key resources that inhibit them from supporting the needs of LAC. The three

main resources identified were time, staffing and funding.

• Lack of knowledge and low confidence levels – The research discovered that

there are educators who feel they lack the knowledge to support the needs of

LAC and this, in-turn, has an impact on their confidence levels when teaching

and supporting LAC. It appears that confidence levels are a result of a lack of

experience in the teaching profession.

• Lack of training – It was identified that a lack of training in attachment / trauma

is a clear barrier experienced by educators to supporting LAC within the

classroom. Although it was confirmed that many educators have already taken

part in a form of training that they feel has contributed to becoming a batter

practitioner, the need for more training in this area was clear amongst almost all

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educators, to better enable them to support the needs of LAC within the

classroom.

These barriers identified by educators do appear to impact their ability to support the

potentially complex needs of learners identified as looked-after. However, what must be

considered is that participants in this study are from different areas of the UK and

therefore work in different schools. Some of these barriers may be less prominent if

educators work in an environment that places emphasis on the needs of the whole

child, for example.

5.1.3 What are the strategies that teachers use or feel they would use to support

learners identified as Looked-After?

The main strategies identified by educators used to support LAC within the classroom

were:

• Developing a rapport with carers – This research discovered that educators of

LAC find developing a rapport with carers essential to supporting them within the

classroom, allowing for effective communication to take place between home and

school.

• Safe space - This was identified as being an effective strategy used to support

LAC emotional difficulties and develop their understanding that school is a safe

environment.

• Key person – There was strong emphasis on the need for LAC to have a key

person who is there to champion the individuals’ learning and development. This

person also has the opportunity to develop an important bond with the learner

which has the potential to facilitate learning and change a LAC view of

themselves and their world.

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This research has established that more training is needed in areas such as attachment

and trauma within school to enable educators to feel best suited, and more confident

when supporting the potentially complex needs of LAC in order for them to reach their

potential. The understanding gained behind why LAC may face challenges in schools,

and strategies to effectively support these challenges may contribute to more effective

practice in the future from those reading this study.

5.2. Strengths of study

A major strength of this study was the large sample size, consisting of a total of 93

participants. This increased the validity of the study and supplied valuable, rich data

(Buckler and Walliman, 2016). In addition, a variety of perspectives could be obtained

from practitioners at different stages of their career, all working in different schools

within the UK. This contributed to the use of the form of data triangulation and thus

increased both the reliability and validity of the study.

5.3 Limitations of the study

Due to the COVID-19 pandemic, the decision was made not to carry out interviews.

Interviewing participants who took part questionnaire would have allowed responses to

be explored in greater depth, giving participants the opportunity to expand on their

answers and potentially provide examples. This have contributed to further triangulation

and thus further increase the validity of the study. However, due to the pandemic, these

interviews would have had to take place online, which may have resulted in non-verbal

ques potentially being missed, limiting the data being collected.

5.4 Future research

It would be interesting to look into the perceptions of NQT’s or trainee teachers in

whether or not they feel prepared to support the needs of LAC, as the majority of this

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sample’s participants consisted of teachers with ten years or more experience. This

research has demonstrated that educators feel more training in the field of attachment /

trauma would be beneficial and further contribute to their ability to support LAC within

the classroom. Therefore, future research into how training could be implemented within

schools could be carried out.

This study has added to the existing body of literature that acknowledges and explores

the challenges faced by LAC that may inhibit them from reaching their potential within

the school environment. What it has confirmed however, is the need for more research

regarding the perceptions of educators within this field. Educators play a vital role in

promoting the future of children identified as looked-after; therefore they must have the

knowledge, skills and understanding of how best to support their potentially complex

needs, to enable them to thrive both inside the classroom, and beyond.

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50

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7. Appendices

Appendix 1: Letter to Gatekeeper

Dear XXXX

I am currently in my final year studying for a BA (Hons) Education at the University of

Gloucestershire.

As a part of my studies, I have to undertake independent research. I am exploring the

perceptions of primary school teachers as to whether they feel sufficiently prepared to

meet the needs of looked after children in order to help them reach their full potential in

education.

I am writing to enquire whether you would be willing for me to approach members of the

teaching staff at your school to see if they would consider taking part in my study. The

participants would be required to complete a short, online survey in relation to my topic.

If you would be willing to support my research study in principle, please email me at

[Email address].

I would share the questionnaire with you for your approval first, before asking for it to be

distributed.

I look forward to hearing from you.

With thanks,

.

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Appendix 2: Thematic Analysis

*Full table available upon request

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Appendix 3: Questionnaire information sheet

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Appendix 4: Question 5

Appendix 5: Question 6

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Appendix 6: Question 7

Appendix 7: Question 12

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Appendix 8: Question 13

Appendix 9: Question 14