Evidence-based practice in relation to post-adoption support in educational settings

Abstract

This article presents a critical review of research into post-adoption support in educational settings using a rigorous systematic methodology. This is an important topic as effective support services at every stage can be transformative to adopted children's school experiences and achievements. Relevant studies were found to be limited in number and methodological quality. Aspects of effective support identified across 11 studies were classified under four themes: strategies for support; shared understanding; communication; and monitoring. These themes can inform collaborative planning to meet adoptive children's needs and could be introduced to school staff and adoptive parents through joint training. We propose that co-ordinated interdisciplinary research that focuses on the views of children and young people is required to meet the requirements of the Children and Social Work Act 2017 and make effective use of funding provided at both organisational and school levels.

Continuing in post-16 education: The views of adopted young people

“…Effective support for adopted children in education necessitates effective interdisciplinary working practices (Stother, Woods and McIntosh, 2019). The UK government has set an aspiration that:…”

“…Children in the UK are adopted at an average age of three years (DfE, 2016b) and services have traditionally been prioritised for three years after the AO (Stother, 2017). Post-adoption support is therefore more prevalent among children in early years or primary school settings.…”

“…Post-adoption support is therefore more prevalent among children in early years or primary school settings. However, it is also recognised that young people’s difficulties peak at other times – at times of transition and in the teenage years when they experience a combination of physiological changes and a desire to establish an individual identity (DfE, 2014c; Stother, 2017). Parents of adopted teenagers commonly report increased aggression, child–to–parent violence, home placement breakdown, exclusion from school and challenging family relationships (Adoption UK, 2012; DfE, 2014c).…”

“…Adoption UK’s report, Bridging the gap (2018), highlighted contexts where school staff have good knowledge, skills and understanding of adoption, and Langton and Boy (2017) showed that the effects of this could be transformative. But despite this encouraging evidence, a literature review by Stother, Woods and McIntosh (2019) concluded that relevant studies were few in number and often limited methodologically. Some did ascertain children’s views: for example, Cooper and Johnson (2007) explored their social relationships and views on teachers’ behaviour; the Children’s Workforce Development Council (2009) investigated difficulties of transition to secondary school and coping with peer pressure; and Crowley (2018) interviewed four girls aged 10 to 16 about their school experiences and identified the five key issues of identity and self, relationships, school, attachment and adoptive status.…”

Exploring the educational experiences of children and young people adopted from care: Using the voices of children and parents to inform practice

“…Little is known about the educational experiences of adopted children and how best to support this group within schools (Stother, Woods and McIntosh, 2019). Parental surveys offer some insight into their educational experiences and support needs.…”