Understanding the Challenges Faced by Young People Living in Care

by GT Scholars Schools

In 2015, just 6% of young care leavers attended university and in 2014 over 37% of care leavers between the ages of 17 and 19 were not in education, employment or training (NEET). In addition, according to Crisis UK, one third of care leavers become homeless within the first two years of leaving care and 25% of homeless people are care-experienced.

Young people living in care, also known as looked-after children, are young people not living with their biological parents due to a variety of reasons. Some of the most common reasons for a child or young person being taken into care include abuse, neglect, family breakdown or a parent or child’s illness or disability.

In 2018, there were 75,420 children in care in England, according to the Department for Education. The care system is well established, however young people living in care still face various challenges that hamper their success.

This means that young people living in care are still far behind compared to their peers when it comes to academic attainment and career prospects. In fact, according to the Department for Education, care leavers are unlikely to apply to university and their educational attainment at the end of school is still very low compared to other groups with just 14% achieving 5 A*-C GCSEs (including maths and English).

Young people face multiple challenges as outlined below which lead to these negative outcomes.

Instability
Due to the high number of young people living in care in England, there is a significant strain on the care system. The majority of looked-after children are placed in short or long-term foster homes, and there is a limited number of carers in England and each carer will have a limited number of places. This means that young people living in care often have to go through many changes throughout the year, with 10% of fostered children having had three or more placements in 2018 according to the Department for Education. This instability means that young people living in care can often become withdrawn and develop a sense that nobody really cares about them. They often feel that they have no control over their lives, which leads to low aspirations and attachment issues.

Adoption can provide a more stable living situation, but the number of looked-after children with a placement order for adoption has fallen by 44% since 2014. Additionally, according to the Consortium of Voluntary Adoption Agencies, in September 2018, there were 2730 children waiting for adoption in England and 41% of these children had been waiting eighteen months or more.

Mental Health
Young people living in care face very tough situations that have far-reaching consequences on their mental health and wellbeing. For some children and young people, being taken away from the home where they have been unsafe will be a relief. However, for many others, being separated from their parents and/or siblings will be extremely distressing. Many looked-after children will be placed in a home that is far from where they live or far from where their siblings live. In some cases, they may not know where their sibling is placed.

This distress negatively affects their mental health. They may struggle with triggers (post-traumatic stress disorder) and not be okay with certain sounds, smells, places or experiences. They may also suffer from mental health issues such as depression or anxiety, and struggle with psychological issues such as attachment disorder as they find it difficult to build close, secure, trusting relationships with people around them.

Problems at School
Understandably, young people living in care often struggle at school. According to research from the Department for Education (Care leavers’ Transition to Adulthood 2015) and research from the Howard League for Penal Reform (Criminal Care 2016), young people who have lived in care between the ages of 10 and 17 are five times more likely to be excluded from school. They are also more likely to struggle with learning, with over 68% of looked-after children being diagnosed with one or more Special Education Needs or Disabilities (SEND).

Together with learning difficulties, they also often struggle with social difficulties at school. Many of them do not want friends at school to know that they are living in care, and this can add to the burden of having to pretend that they are living with a parent or a family member even though they are living with a carer. Many looked-after children will also have developed a sense of having to protect themselves and take care of themselves and may struggle with trusting adults such as teachers and support staff at school.

GT Scholars seeks to help young people living in care to work around the challenges they face through the Raising Aspirations Programme. This programme will use a multi-strategy approach combining one-to-one mentoring, enrichment days, and skill-building workshops.

The one-to-one mentoring will help them work on their career aspirations and personal development. In a report called Forging futures through mentoring 2018 by The Children’s Commissioner, it was stated that looked-after children themselves appear to value mentoring because of the soft skills such as self-belief and confidence that are imparted through mentoring programmes. The report also stated that mentoring has a positive impact on looked-after children’s relationships with others.

Many young people living in care struggle with a lack of awareness of opportunities along with low confidence and lack of self-belief and this impacts their academic attainment at school and their likelihood of pursuing certain careers and professional routes after school. However, many universities have teams dedicated to increasing the number of care leavers who apply to and study at their university. In addition to this, many companies are providing work experience specifically to care leavers, especially since the introduction of The Care Leaver Covenant 2018.

Our programmes aim is to bridge the gap between young people living in care and the universities and companies that want to reach them. Our enrichment days and skill-building workshops often take place at top-tier universities and companies across London to help these young people build academic and career aspirations and develop the strategies and skills to achieve them.

GT Scholars is a not-for-profit social enterprise and registered charity. Our after-school tutoring, mentoring and enrichment programme is designed to help young people aged 11-18 achieve their academic and career aspirations. If you want to find out more about our programmes and how you can get more involved, then contact us today.

Is Private Tuition Widening the Gap in Attainment?

by GT Scholars Parent Prospectus Parents What's new?

Every young person has subjects they thrive in and other subjects that are not so easy for them to understand. We all know that high-quality private tutoring can be of great assistance when trying to improve their grades in these subjects.

With this being known, over the past few years, private tuition has exponentially grown in popularity as a way of improving grades. However, this has also had a negative effect on young people from the lowest-income homes as they continue to find themselves attaining grades much lower than their peers from the highest-income homes.

And unfortunately, we also live in a world where private schools thrive with state-of-the-art facilities while state schools continue to struggle with budget cuts, a teacher retention crisis and large classroom sizes, which makes it nearly impossible for young people from lower-income homes to compete with their peers from higher-income homes.

The numerous programmes to improve performance
What makes the gap in attainment between state school students and independent schools even wider is the ease with which a typical student from a wealthier home can access high-quality private tuition and coaching programmes to help boost their grades, build study skills, improve their mindset and prepare for interviews to get into top universities.

All you need to do is a simple search on Google for “Oxbridge preparation courses” and you’ll find hundreds of organisations that cater to the needs of wealthier pupils who are gunning for Oxbridge. They have the advantage of providing skilled professionals to support students preparing for Oxbridge & Russell Group universities in the UK.

You don’t have to attend these courses to get into the universities, but from what can be seen by their success rate, it would be safe to say that the courses have an effect on each pupil’s confidence and motivation, ultimately giving these students an advantage over their peers. It is also clear that the students who attend these programmes tend to be wealthier than your average state school student which reveals why the top universities are filled with students from wealthier backgrounds.

What’s available to students from lower-income homes?
For your typical student from a lower-income home, these types of services are not locally available, not available in their school or simply not affordable. Moreover, most parents are not even aware of the additional support that these students need.

Having said this, there are still quite a few charitable organisations and top universities that run programmes to encourage children from lower-income homes to apply to their universities. The programmes will support and coach students from lower-income homes, but the reality is that these courses are highly competitive and you’ll need to show evidence of having a very low income, going to one of their priority schools and students will need to have achieved very high grades in order to get in.

There is a strong case for affordable high-quality tuition
Tutoring programmes are very important for students who need help with a difficult subject, but also for those who need extra general support and help with exams and study skills. A private tutor can also make the difference between gaining the grades necessary for the future or falling short and missing out on future opportunities.

Private tutoring can benefit any young person, including those:

Who are not achieving the grades they expect or have been predicted due to struggles at school or at home
Who are not receiving the level of support necessary in school, whether in specific subjects or in general
Who, for any reason, have had to take an extended period of time away from their studies
Who want to focus further on a specific subject that they may not necessarily be struggling with, but desire to study at university and need to secure high grades to ensure this is possible.

How can we narrow the attainment gap?
There are many ways to narrow the attainment gap, but one sure way is to help young people from low-income homes receive the same support provided to those from wealthier homes.

For your child, there are many new and innovative programmes that are seeking to narrow this gap by providing high-quality tutoring and other educational programmes at an affordable rate.

The GT Scholars Programme is one such programme that offers high-quality one-to-one tutoring at an affordable rate. We also offer a number of free places every term. Our programmes provide more than just private tuition – they also include mentoring sessions, enrichment days, and skill-building workshops to help your child not only with their studies but also with developing life skills and confidence. Contact us if you would like to know more about any of our programmes and courses.

7 Reasons Why State School Pupils Are Still Not Getting Into High-Income Careers

by GT Scholars Parents What's new?

There is still an increasing trend of educational inequality that affects young talent attempting to enter the job market. A recent study from the Social Mobility Commission concluded that young people from more advantaged socio-economic backgrounds, including those who’ve attended private school, are more likely to be in top jobs.

What is the root cause of the increase in this trend and what can society do to prevent us from slipping back into an age of educational oppression?

Here are a few reasons as to why privately-educated pupils are getting the benefit of the doubt when going head-to-head with a state-schooled pupil:

Untimely graduation – Few state school pupils who make it to college complete their studies on time. Pupils from low-income backgrounds may have access to grants for tuition, but they still have to make provision for living expenses. Many pupils cannot afford to study and work part-time and they end up being forced to seek full-time employment. Of course, there is the argument that working and learning at the same time can result in better education and stronger career prospects and future options, especially when working in jobs related to subjects studied, however, working too much can reduce completion rates for low-income and first-generation college pupils. A spokesperson for The National Union of Teachers said their report “gives a sombre warning to Government that unless investment and the correct interventions are in place, the attainment gap between disadvantaged pupils and their peers will continue”.
Career threshold – Most employers have strict recruitment procedures that ensure all aspects of a new job application is covered. When considering job applications from new candidates, they look at educational background including the school attended, academic attainment and the university attended. What they fail to realise is the fact that ticking these boxes is not an accurate prediction of the applicant’s strength. A more adept way to interview would be to focus on non-academic factors such as articulacy, assertiveness and other important soft skills. Employers who access a wider pool of diverse talent will provide real benefits for employees and the business alike.
Not enough equivalent experience – When employers refer to equivalent experience in a job posting, they could be referring to experience as a substitute for not having the educational requirements or they could be referring to unpaid experience, such as volunteer work or an internship. Most state pupils are obviously not able to meet this requirement due to time or financial constraints that prevent them from taking on volunteer work or unpaid internships.
Incorrect business destination and intent – Many employers have the incorrect focal point when it comes to success. Their considerations lean more towards prioritisation of tasks and general commerce when they should rather be paying more attention to what individuals can attribute to their overall financial growth. Employers should be looking to employ people who are going to complement the community that they are trying to build. The graduates who clearly articulate their interests, goals and aspirations are often overlooked because of their lower percentage performance in university or due to a lack of educational prestige.
Restricted personal development – Young people from advantaged backgrounds are more likely to be extroverted and have substantially higher economic aspirations since private schools have the resources to work on personal development. On the other hand, state schools don’t focus on personal development enough, and their pupils are not able to develop self-confidence or high career aspirations.
Budget deficits – With the entire world moving into a technology-based environment, it is becoming clear that tech-savvy thinking is one of the things that employers are looking for. Unfortunately, state schools are lagging behind in this area, especially when it comes to the use of tech devices in class. Pupils cannot afford their own devices and unless there is some sort of independent funding along the way, the schools are also not able to provide this for all pupils. This suppresses the learning potential of the pupils and they will not be able to develop the necessary skills to keep up with the changing working world.
Educator challenges – State schools employ a disproportionate share of teachers, relative to the number of pupils they educate, with class sizes being far too high for one teacher to handle. This creates many challenges for individual educators such as learner performance and disciplinary problems. Learner performance is affected because there is less time for the educator to give individual attention. Learners’ attention is also affected as classrooms tend to be noisier and disruptive during lessons. Furthermore, the educator’s time management is affected as they do not have the time to attend to test papers and assignments with as much detail, so they often overlook vital areas where improvement may be needed.

Even though pupils are facing these challenges based on inequality and the lack of adaptability by many employers, they should not be discouraged. Young people entering the job market should assess what they can offer and why they can be an asset to their potential employer. They should include their best qualities in a personal cover letter when applying and focus on their unique credentials and skills.

GT Scholars is a not-for-profit social enterprise and registered charity. We run after-school and weekend programmes that help young people achieve their academic and career aspirations. Our programmes include tutoring, mentoring and enrichment sessions for young people aged 11-18. Contact us if you would like to know more about any of our programmes and courses.

Why Equality in Education and Private Tutoring Is a Realistic and Worthwhile Pursuit

by Marilyn Corporate Responsibility

Imagine a world where every student is able to reach their full academic potential; it would be an incredibly amazing world. A good education is one of the most important keys to achieving success in life. A population that is educated is needed for a prosperous nation. Education develops foundation skills such as reading, writing and numeracy, which are essential for further learning. Ideally, all students all over the world should be learning in small classes, under the direction of dedicated, skilled and motivated teachers. But the reality of the world is quite different.

Even the most democratic countries in the world do not provide equal education. The unfortunate truth is that money gives a student access to a better-quality education. Students from financially stable and secure backgrounds have access to top-notch schools with state-of-the-art laboratories, libraries and technology. Students from a disadvantaged background are left at the mercy of state schools. Even the very best state school cannot compete with the lowest-ranking private school. State school classrooms are more often than not overcrowded and manned by overburdened, overwhelmed and stressed educators who must deal with bureaucracy and poor teaching environments. Even the brightest and most motivated students battle to achieve their full potential in these circumstances. In many of these situations, students who need extra support are likely to fail and eventually drop out of school. The future is bleak for these kids who will either end up doing lowly paid, menial jobs or worst-case scenario, end up in a life of crime, with the cycle continuing when they have their own children one day.

The negative impact educational inequality has does not stop at the students. It sets off a chain reaction of events.

Inflated costs to society
Failure to provide equal access to educational opportunities imposes inflated costs on society. A poorly educated population limits a country’s capability to produce, grow and innovate. It damages social cohesion and imposes additional costs on public budgets to deal with the consequences such as higher spending on public health and social support and greater criminality. The study found that students who have enriching school experiences will be more likely to pursue further education and successfully transition into the labour market.

Increases National Interest
Giving more students access to better education can increase national interest. Students who receive quality education gain better reasoning intelligence and learn to form their own conclusions from facts that they are given. Educated people work towards the common good of the country and understand the importance thereof and work towards protecting the national interest.

‘’The children of today are the future of tomorrow’’
With more and more children gaining access to better schooling, they also become well-cultured. Good schooling can motivate and provide for higher-quality education. If someone can learn to be a good student, they will learn to be a good citizen one day. Imagine if we could measure the loss we’ve endured as the human race due to exceptionally talented students who could not reach their full potential because of educational inequality. What could they have possibly invented or contributed to society?

A nation that works together
It is possible to improve educational equality as a nation. Everyone can contribute to making equal education for all a reality. Governments can manage school choice to avoid segregation and increased inequities. They could also develop an incentive system to attract disadvantaged students to high-quality schools. Governments can also find a way to improve the access that disadvantaged families have to information about schools and give them the necessary support to help them make informed choices. To ensure equity and quality, the government can also promise access to quality, early-childhood education. The main focus should be to recruit and support good teachers. Teacher education is vital to ensure that teachers receive the requisite skills and knowledge to do their best. Creating mentoring programmes for novice teachers and developing sa upportive working environment will help retain good teachers.

It is not only up to the government to promote educational equality. It is just as much the community’s responsibility to uplift the youth to ensure a better future awaits them. Community members should become more involved in mentoring the children in their community. Local business, community and political leaders can play a key role in providing recreational and tutorial support to encourage learners to study rather than to become involved in anti-social activities. They can also give financial support to improve school facilities.

Teachers also play an important role in promoting educational equality. A good teacher can be a great influence on a student. A teacher can inspire, educate and motivate learners to give their best. However, disadvantaged schools are not fertile grounds to bring out the best in a teacher. It is therefore important for teachers in these schools to come together with government support, to create a platform to motivate and help each other give their best.

Early intervention from a young age is needed to prevent educational equality gaps from widening. Whilst achieving educational equality may elude some governments, there are some organisations and social enterprises which have picked up the baton to close the gaps in educational inequality. Society, therefore, has a moral obligation to make sure that all children receive equal access to education to give them the vital skills needed to become contributing adults in society. Educational equality ensures that all learners, irrespective of their race, religion, gender and socio-economic standing, have access to the same learning resources and educational opportunities.

GT Scholars provides high-quality individualised tuition by tutors who are passionate about academic success. They match students with mentors who can assist them in setting and achieving academic, career and personal development goals. They also run enrichment programmes to help build confidence and make students aware of the academic and career opportunities available to them. These programmes are provided at a low price or free of charge to young people from disadvantaged backgrounds. The aim of these programmes is to address educational inequality by giving children, particularly those from lower-income households, the strategies, skills and support required to achieve their academic and career goals. To find out more about GT Scholars, register your interest here or give us a call on 020 881 68066.