Teachers play a large role in a child’s development, whether it is the physical, social or emotional side. According to Childrens Choice, Child Care Services “Teachers are co-explorers, guiding, nurturing, learning, hypothesising, and solving problems side-by-side with the children.” (CCS)
According to Carers UK, young carers are seen to be more vulnerable than their peers and more likely to miss out on childhood experiences, including school. Teachers can provide the support that a child may need.
Ellie Winward, 23, has been a teacher for over five years and teaches at Hunters Bar Junior School. The school teaches from ages 7-11 year-old’s. Ellie teaches Year Four children aged 8-9. She talks about how teachers are trained to deal with vulnerable students, such as a young carer.
“I wouldn’t say we are ‘trained’ in how to spot a young carer specifically. However, we are constantly trained in safeguarding so we are trained to spot any concerning behaviours and traits across a range of subject matters. Whether it’s to do with something like ADHD, mental health concerns or something going on in family matters.”
“I’d spot a young carer if a child was coming into school late frequently, if they were disorganised with uniform, lunches, water bottle, etc. I’d also recognise this alongside energy levels and how receptive they were during lesson time. Before starting with that child in my year group I’d also speak to their previous teacher so would have a history of any of this behaviour. I would also watch out for the child’s emotional stability and if they were overactive emotionally in a consistent manner. I think it would raise alarm bells.”
A 2003 research paper by Carers UK shows that there are many key factors that can highlight a child as a young carer. This is things such as:
So what would Ellie do in the situation if she thinks someone in her class is caring for another person?
“The first thing I’d do, as policy in most schools, is address the safeguarding lead at my school and make a log of it. Even if it is nothing, sometimes small parts can come together and be vital in a bigger picture. For example, a student of mine, was interrupting my lessons at the start of the year, he couldn’t focus and kept getting in trouble. I logged all of it down and a year later, a teacher came to me and spoke of the issues with the boy. I gave my log over and it helped him to become diagnosed with ADHD. I’d also speak to who was picking them up in the first instance and ask if anything was different at home as sometimes things can be super simple i.e a fight with their sibling. Whereas sometimes it’s deeper and needs to go to a safeguarding lead before, and then again afterwards if I was still concerned. This could relate to something such as an abusive relationship within the home as legal measures are required in those situations.”
Charities such as Young Minds, and Action for Children suggest that young carers talk to their teacher if they feel they can’t turn to anyone else.
“I certainly am always open to talk to any pupil that needs it, even if it is not my own class. I know the teachers at my school feel the same way. Any problem, I would encourage you to speak to an adult, this includes the teaching assistants. Sometimes children don’t feel confident to speak to their actual teacher for many reasons depending on any situation and some teaching assistants are younger, so they may feel a closer connection that way. In my school we have a Mental Health professional, who is a trained counsellor and a lot of the children speak to her if they’re feeling anxious etc.” You may find that most schools have one, so get in touch with her, adults are there to help.
“My advice to you would be that adults will always listen, and that you can find us at anytime.” she adds “I’d also say that lots of people need to chat to just help them figure out how they’re thinking, you aren’t alone in any of this.”
Ellie’s advice to new teachers who find themselves in this sort of situation is:
“You must make sure however that you don’t asking any leading questions that would prompt a child to answer in a certain way. It must be ‘explain to me’ or ‘tell me’ or ‘describe to me’. Also every child should know that the information they pass on could never be a secret, and that to keep them safe and happy the information might be passed on to people that can help. For example, I recently had a situation where a boy felt unsafe at home. As a teacher there is only so much I can do, I contacted childline at first, and then passed it on to Yorkshire Police. Students deserve to feel safe and I was pleased he came to me for help.”
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