Best Practice

Looked-after students and Attachment Disorder

Looked-after students continue to struggle in our education system. Inclusion expert Daniel Sobel looks at why this is, including a focus on Attachment Theory and how we might reduce the high number of exclusions for this cohort

At the end of March, the National Association of Virtual Heads will meet to discuss best practice for looked-after children. It seems timely to reflect on what we do well, where we are going wrong and what we could do next.

In 2015, there were around 70,000 looked-after children in England, representing an increase of six per cent since 2011. Anyone who has anything to do with the management of looked-after children will be fully aware of just how dire the statistics are. It is common knowledge that:

The virtual school structure is limited in focusing its liaison and training on a key person within an educational establishment – the designated teacher.

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