Find out how we can help adopted children thrive in a new learning environment with our “Guide for School Transitions” framework.
Why we created the document?
Starting nursery or school is a big step for any child, but for children who have just moved into their new adoptive family it can feel even more daunting. As part of our work with the Adoption Psychology Service at Adoption Counts, we often get asked “When should a child start nursery or school after joining their adoptive family?”. It’s a great question and one that doesn’t have a simple answer. Not only are adopted children starting a new nursery/school, they are potentially moving to a new geographical region, joining a new family and wider network, separating from siblings and previous carers, leaving previous nursery/school and friendships.
Our experience has taught us that the best decisions about starting school come from looking at the whole picture: the child’s history, their current strengths and needs, and the relationships they are building at home. That’s why we’ve created this framework: to help families, social workers and educational professionals to make thoughtful, child-centred decisions about when and how these transitions should happen.
This framework, alongside our positive planning for transitions document, is designed to make those conversations and decisions more informed and more collaborative.
Why relationships matter most?
Here’s what we’ve seen time and time again: when families focus on building strong, secure relationships at home before starting school, it can pay off in the long run. A child who feels safe, secure and connected at home is better equipped to handle the challenges of a new classroom.
Of course, education is hugely important – especially for previously looked after children. But we believe decisions should always start with the question “What does this child need right now?” This framework is about empowering professionals to stay curious, ask the right questions and work together, keeping the child at the centre.
What’s included in the framework:
- Key factors to think about during transition to school
- How previous life adversity and trauma can affect learning and development
- When school is a protective factor
- Legal and attendance requirements you need to know
This is just the beginning. We plan to share more resources to support adopted children to have the best experience in education.
Who helped shape the guidance?
This framework was developed by Therapeutic Social Workers and Educational Psychologists in the Adoption Psychology Service alongside input and consultation from local Virtual Schools and the Adoption Counts Social Work Teams.
We understand that this topic has sparked much debate and we would welcome views and feedback from everyone interested in improving educational outcomes for adopted children.
Please complete the form below and we will get in contact as soon as we can to help you with your query.
