Breaking the Barriers to School Attendance: Let adopted and kinship children take their seat in the classroom
This report analyses England’s attendance data for previously looked-after children alongside existing research on adopted and kinship children. It examines absence coding and barriers to classroom participation. The analysis identifies difficulties distinguishing mental-health-related absence, unmet support needs and exclusion from lessons within existing reporting systems.
Limitations: Secondary analysis, not a new adoptee survey. Adoption and kinship placements are combined, and some evidence comes from earlier Adoption UK surveys already linked in the database. Administrative patterns cannot establish individual causes of absence. Produced by Adoption UK, an adoption-sector advocacy/service organisation. This institutional relationship should be considered when interpreting the findings.
- Research type
- Secondary administrative analysis / research report
- Source reviewed
- Full text
- Peer reviewed
- No
- Age group
- Mixed
Study context and review
Age group as recorded: mixed
Adoption context: Adoption from care and kinship care
Programme: Adoption UK education research
Institutional context: Adoption-sector advocacy/service organisation
Produced by Adoption UK, an adoption-sector advocacy/service organisation. This institutional relationship should be considered when interpreting the findings.
Relationship identified. Bibliographic relationships are not a bias or safety rating.
Topics: administrative data, education, mental health, school attendance
Review scope: Source checked: Full text. This does not imply full-text or independent human verification.
Country as recorded: England; wider United Kingdom evidence
- Funding
- Not yet checked for this entry
- Commissioner
- Not yet checked for this entry
- Funder role
- Not yet checked for this entry
- Declared conflicts
- Not yet checked for this entry
- Recruitment
- Not yet checked for this entry
- Adoptee involvement
- Not yet checked for this entry
Entry: study_b2eec2afa68597a8