Vulnerable children and education

On the PINS site we want to explore what vulnerability means and how it impacts on the experience of school.

There are just some of the tough questions to be put.

Do we equate vulnerability with deprivation and poverty? Or is vulnerability linked with negative experiences such as discrimination, rejection or abuse? Then again, is vulnerability concerned with damaging behaviours or negative outcomes such as self harm or running away?

And what is the relationship between vulnerability and the experience of school? Are there particularly vulnerable ‘groups’ in Scotland’s schools?

In both policy and practice there is a strong emphasis on behaviour in school: how do we work together to respond to a wide variety of behavioural needs presented by vulnerable children and young people?

Does the concept of vulnerability help us to frame and understand our relationships with children and young people?

Is defining vulnerability easier to agree on than deciding when and how we intervene?

Along the way, in the coming months, we want to highlight case studies and examples of practice from the voluntary sector which show how vulnerable children and young people are best supported in school.

We will look at how policy and legislation work to support vulnerable children and families.

Here are some new resources, publications or initiatives that will help with consideration of our new theme. Do let us know of others and watch this space for more.

New! – PINS Profile: Running: Other Choices

The PINS Team recently visited Aberlour’s Running: Other Choices project in Glasgow. Through discussion with Laura Irvine, Service Manager, more was learnt about the work they do with vulnerable young people who are experiencing difficultly with school.

Take me to this profile

Early Years and Early Intervention: A joint Scottish Government and COSLA policy statement

This document sets out a joint approach to early years and early intervention by the Scottish government and COSLA. It describes how early years and early intervention support the purpose and national performance framework, and proposes a list of tasks to be taken forward as part of the early years framework.

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Sweet 16? The Age of Leaving Care in Scotland

This report by Scotland's Commissioner for Children and Young People examines the law, policy and practice on the age of leaving care for young people in Scotland. The Commissioner was shocked to learn that young people were still expected to leave care at 16 or 17 when they are not ready to face the challenges this presents.

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Enquire website for children and young people

This easily accessible site is a great source of information where children and young people who require additional support for learning can download useful guides, find out about local youth clubs or join in with the young person’s ‘blog’.

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Chicken and Egg: child poverty and education inequalities

Child poverty and unequal educational opportunities are inextricably linked. This briefing from the Child Poverty Action Group highlights the extent of the poverty gap in education and shows how the "chicken and egg" cycle of deprivation is perpetuated.

Take me to this briefing