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Looked After Children
3.22 At 31 March 1998 there were 10 791 children who were looked after by the local authority in Scotland; 58% were boys. This pattern is reflected across all ages but is most marked in the 12-16 age range where there were 6129 looked after children; 61% were boys and 39% were girls. (Source: Information on Looked after Children: at 31 March 1997 and 1998, Scottish Office 1998. For tables see Annex E).
3.23 Around half of the children who are looked after are living at home. In 1998, around 51% of the children looked after were at home; 25% were with foster carers and 17% were in residential care. The remaining 7% are living with friends/relatives or in other community settings.
3.24 There are many reasons why children may be taken into care to be looked after by local authorities. A child may have behavioural or health problems or there may be difficulties at home when a parent requires extra support or assistance for a short time.
3.25 Evidence presented to the Committee from the Scottish Throughcare and Aftercare Forum and Who Cares Scotland outlines a number of significant difficulties which young people who are looked after may face. The transition from school to post-school education, training or employment coincides with the time when young people leaving care are having to face issues related to their backgrounds, their identity and their future. In addition to this, many care leavers have financial pressures and may be moving into independent accommodation, assuming domestic responsibilities.
3.26 Young people who have been looked after have often had a disrupted educational experience and may have underachieved in terms of formal qualifications. A Department of Health report in England in 1997 and a report by Barnardos for the Action on Aftercare Consortium in 1996 estimate that over 75% of care leavers leave school with no qualifications. Many looked after children are not in school during their final year and do not engage with agencies. They may not have had an opportunity to meet with a careers adviser and some young people do not even have a National Insurance number. For young people who have moved frequently between care establishments, school records do not always keep pace with the move and they may miss out on education support services. Young people leaving care tend to have less access to work experience and no "role models" in the labour market. There may also be a lack of opportunities available to them on leaving school. Research indicates that half of care leavers were unemployed within a few months of leaving care and almost two thirds were moving between casual work and other types of training or employment (Biehal et al 1995.) A survey of young people leaving care and homeless young people on behalf of the South Lanarkshire Youthstart Project (1998) indicated that 63% of all the young people were unemployed at the point of admission to supported accommodation.
3.27 Many young people from care who have achieved qualifications and employment feel that, in retrospect, they were not pushed enough at an earlier point in their lives. In Focus Groups on behalf of South Lanarkshire Youthstart Project some young people felt that they required an increase in their personal confidence to enhance their employment prospects. One respondent wanted:
"Someone to push me because I feel that I will not be able to do it."
Homelessness
3.28 It is difficult to estimate how many young people are homeless. Official statistics estimate that there were 10 900 single homeless applicants under 25 in 1996/7 (Scottish Office 1998). The Scottish Council for Single Homeless estimates that at least 20000 young people become homeless in Scotland every year.
3.29 The Bridges Project (1997), an Edinburgh based organisation working with homeless young people have analysed referrals to their One Door Initiative over a 3 year period (August 1994-August 1997) based on a total of 1233 referrals. A small majority of the referrals were male (56%) and 49% were under 18, with 14% over 20. Sixteen year old females make up the largest grouping (16%) although there are less females at age 18 and above; 31% of the young people had a care background and 76% of these left care at 16.
3.30 29% of young people (43% 16 and 17 year olds) referred had no income. Where the young people did have an income, most were on benefits. The South Lanarkshire Youthstart survey of young people leaving care and homeless young people showed that 84% of all the young people (150) were in receipt in some sort of benefit and 88% of the young people who were homeless received housing benefit.
3.31 Young people who are homeless may experience many and complex problems. Some young people will have no family or community experience of employment or the support which enables them to become independent. Many will have been non-attenders at school. Once young people are homeless it becomes harder to make contact and to sustain contact with them. Other difficulties may also arise such as mental health problems or drug use.
3.32 Some homeless young people can manage to use the standard services which can provide a route out of homelessness. However, organisations working with homeless young people often see a more troubled group of young people who find it difficult to do simple tasks, who regularly fail to keep appointments and experience confusion in describing events and following advice.
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Case Study 4 Susan, aged 19 could no longer manage her tenancy. Her period of notice was waived. All she had to do was give written notice and return her keys. However, she consistently failed to keep appointments with her support worker or the housing department. This resulted in massive arrears and exclusion from re-housing with the council in future. |
Young Offenders
3.33 Young offenders are at particular risk of social exclusion. Offences by young people contribute significantly to overall crime rates - just under 40% of all recorded crimes are committed by young people under 20 years of age. This represents around 350000 crimes per year or one crime for every 3 young persons. 1
3.34 Many offences are committed by young people under 18 years old although 18 appears to be the peak age for offending. In 1995 26788 children were referred to the Scottish Children's Reporters Administration. Thirty-two per cent of referrals led to a Children's Hearing. Fourteen per 1000 of the population under 16 were referred because of offences. Sixty-nine per cent of referrals for boys were because of offences compared with 32% for girls. (Scottish Office Statistical Bulletin May 1997. See tables in Annex E).
3.35 Young offenders will often have other difficulties which make it difficult for them to engage in post school education, training and ultimately employment. The Apex Cue Ten Project estimates that 60% of young offenders have poor literacy and numeracy skills. Many will also have alcohol and drug problems.
3.36 The Committee received evidence from one young man who had been through the Criminal Justice System but who was now progressing well in his training and working towards a vocational qualification.
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Case study 5 James is 17 and has been through the Criminal Justice System. He left school at 16 and was classed as an "under achiever". After being unemployed for six months and entering one unsuccessful period of training, James started training with a charitable organisation which was able to offer him support with his dyslexia. He is now working towards a vocational qualification and in his own words has "been out of trouble for some time and have gained more confidence in myself". |
Young People with Learning Difficulties and/or Disabilities
3.37 At September 1997, there were 14912 pupils, or 1.9% of the school population, resident and educated in Scotland (excluding pupils in nursery schools) with a Record of Needs. In addition to recorded pupils, it is estimated that around 20% of pupils in Scottish schools may have a special educational need at some point during their time at school. 5731 pupils with special educational needs were in publicly funded secondary schools, 4270 of these had a Record of Needs. Around 830 pupils attended special units attached to publicly funded secondary schools. 3007 pupils were attending special units attached to mainstream secondary schools for some proportion of their education. Over 51% of secondary pupils attending a special unit for some or all of their time had a Record of Needs.
3.38 Around 8000 pupils were based in special schools in Scotland in both 1997 and 1996, a third of these were female. About 30% were considered to have moderate learning difficulties, while around 1 in 12 had severe learning difficulties and 1 in 9 had social and emotional difficulties. Approximately a third of pupils had complex or multiple impairments. (Scottish Office Statistical Bulletin End/B1/1998/9. For tables see Annex E.)
3.39 Approximately 21604 students were enrolled on special programmes in 46 further education colleges in 1997/98.2 19350 students were enrolled on a part-time basis. (SOEID 1998) Although about 15% of young people on Skillseekers endorsed as training have a special training need (STN), only a small proportion of these will have a disability. Many young people who have low qualifications, poor motivation and difficult social circumstances may also have mild learning difficulties.
3.40 In research into provision and assessment for special training needs (STN), Ward et al (1998) found that within a data set of 469 trainees in Skillseekers, the main support needs of 403 young people were learning difficulties and/or difficulties with literacy and numeracy. 312 (66.5%) of the trainees had social, emotional, behavioural or motivational problems as a single or complex support need. This compared with a group of 123 students on extension courses studied in an earlier piece of research, (Ward and Thomson, 1997) where 113 (91.9%) had learning difficulties and 48 (39%) had social, emotional or behavioural difficulties.
3.41 Young people with learning difficulties and/or disabilities may find it more difficult to make the transition to further education and training and progress on to employment. Pearce and Hillman (1998) found that such young people are over-represented amongst those who are not participating in education and training.
3.42 Data available from the 1991 census estimated that over 634000 people in Scotland had some form of disability or long term illness. As a group, people with disabilities are at greater risk of poverty than non-disabled people. Poor employment opportunities, reliance on benefits and possible discrimination in the workplace can cause further alienation.
3.43 Evidence from the Committee's focus groups study and from parents/carers of young people with learning difficulties and/or disabilities highlighted the wish to find a job and participate in society. In the words of one young man:
"We need more jobs that people in wheelchairs can do."
3.44 Ward et al (1994) interviewed young disabled people and their families and found that employment and independent living were of major importance to their vision of the future. However, many young people with disabilities experience prolonged transitions after leaving school which can increase continued dependence on their families and exclusion from the labour market. As one parent who gave evidence to the Committee noted:
"Parents in this day and age are not prepared to sit back and allow or accept a substandard quality of life for their young adults".
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Case Study 6 Stephen had a Record of Needs at school and received learning support. He organised his own work experience placement in his 4th year at school. With the help of guidance and learning support staff, Stephen then arranged day release attendance for his final term at school. On leaving school, at Christmas of his 5th year, Stephen went to college to do a catering course and if successful in his modules, he hopes to do a GSVQ II in catering. He also has a part-time job in a local restaurant which he is enjoying very much. |
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Case Study 7 Lynn, who has mild to moderate learning difficulties is interested in a career in make-up and beauty. With the help of her specialist careers adviser, a training provider and major employer, she is working towards a SVQ in Retail. Her personnel manager is delighted with her progress, particularly her excellent communication and customer care skills. |
3.45 The Committee's evidence included several young people with learning difficulties and/or disabilities who had made a successful transition to further education, training or employment.
Sensory Disabilities
3.46 Young people with sensory disabilities can experience particular difficulties in making the transition from school. Approximately 90% of deaf children are educated in mainstream schools 3. Young deaf people can find the different communication environment in post-school education or training difficult. There may be a shortage of specialist support e.g. trained sign language interpreters. People with a sensory disability may also face misunderstanding from employers. A survey by the Royal National Institute for the Blind found that 51% of employers would not employ someone with a "difficulty in seeing".
3.47 Dual sensory impairment from birth or an early age leads to problems in the person gaining access to information, in communicating with others and moving around. The combined effects of these can restrict the person's opportunities for employment access to housing, and living and participating in the community 4.
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Case study 8 During her final year at school, Penny, who is profoundly deaf experienced a variety of subjects in her timetable to help her explore her career options. She did work experience at a local primary school as she was keen on working with children, but also kept her options open by attending a day release catering course at college. A multi-agency approach involving the Council, careers service company, LEC, college and a voluntary agency allowed Penny to train as a classroom auxiliary through Skillseekers. Penny helps with two deaf children in the classroom and is really enjoying the experience. She is also working towards a qualification in Childcare and attends college one day a week. |
Autism
3.48 There are other disorders which are not always readily recognised or understood. Autism is a disorder which affects approximately 30000 children and adults in Scotland and is characterised by:
3.49 Approximately 75% of people with autism also have learning difficulties. About a quarter are of average intellectual ability and many are academically and/or vocationally well qualified. People with Asperger syndrome or high functioning autism have impairment of vocal and non verbal communication. Their intellectual capability is not affected but may be obscured. The majority of those at the able end will have attended a mainstream school.
3.50 Young people with autism or Asperger syndrome, even those who have been academically successful, can lack the social and communication skills required to cope with the world of employment. Further education and training can also be problematic due to the teaching methods and difficulties in relationships with peers and/or staff. However, with understanding and appropriate support, they can make successful transitions to post-school education or training.
Mental Health Problems
3.51 People with mental health difficulties are more likely to lack personal confidence and assertiveness, have high anxiety levels, and have problems with social integration. They may also have complications due to medication, mood swings and be on a low income. These characteristics may make it difficult for young people with mental health difficulties to fully participate in further education and training and sustain employment. In Edinburgh alone, estimates suggest that there are over 5000 people who have experienced serious mental health problems but who are able to engage in some sort of work.
3.52 Access to open employment is a goal expressed by many young people with mental health problems in Scotland. However, open employment may not be realistically achieved without support. There is evidence that people with mental health problems are severely disadvantaged in gaining employment with only 18% of people having full-time work 6.
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Case study 9 Colin, 17 had no sense of time. He would for example arrive at 5pm for an art class that had taken place at 2pm the previous day. He had great difficulty recalling past events and there were periods covering years where he was unable to remember where he had stayed or with whom. He was diagnosed as possibly having post-traumatic stress syndrome. After considerable support and once his housing situation had stabilised, he began to explore career options and undertook training to allow him to work in the catering trade as a chef. Two years on he appears to have come through his difficulties. |
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Case study 10 Grant first began experiencing problems with his mental health at the age of 12 and was eventually diagnosed with schizophrenia. With support from his school and family, Grant was able to continue with his secondary education and go on to college. Unfortunately as the pressure of Grant's studies increased, so did the intensity of his illness and he was unable to complete his exams. He attended the Young People's Unit at the Royal Edinburgh Hospital and through the support and guidance offered to him there, he began to look at employment as an option. However, Grant, like many young people who have experienced mental illness, had no history of employment. The solution to Grant's situation came in the form of a supported employment placement in hospitality through the Edinburgh Community Trust. He is now in his 20's and works 2 days per week under the therapeutic earnings disregard. Grant's overall sense of well being has increased and he is looking at open employment as an achievable goal. |
How Young People See Themselves
3.53 The Committee's focus group study found that more united the young people than divided them. Individuals saw their situation as a "given", not good or bad. They did not see themselves as different according to the nature of their disability or other support need, but shared a similar outlook on life. The young people did not see themselves as "special" and did not wish to be treated in an exceptional way.
3.54 Other research emphasises the link between young people described as having special education and training needs and those described as "disaffected". (Pearce and Hillman 1998). These young people represent a continuum of need of young people who have difficulty accessing post-school education and training, and who may feel alienated from the system.
3.55 Young people with disabilities in our focus group research did not want the negative connotations associated with being labelled as "disabled". One young person wanted to be "respected for who I am, not looked down on for what I am." Students with learning difficulties and/or disabilities who participated in workshops for the Tomlinson Committee disliked disability labelling. They wanted to be treated as a "a normal human being" and a "student". However, some recognised that such labels were useful in obtaining the support they required (SCPR and SKILL 1996).
3.56 The young people in the focus group study were asked to give their definition of success. Two broad categories of response were given:
3.57 Young people with more severe disabilities tended to lean towards the human factors whilst the young people with attitudinal, social or behavioural difficulties tended to place more importance on material factors. The common theme, which linked these views, was employment. Most of the young people saw jobs as the key to material "success" and allowing them to play their part in society.
3.58 Despite having a range of difficulties, the young people, especially females, had a positive outlook and were generally hopeful about their future. This is likely to have reflected their current situation - whether they were participating in further education, training or employment. Discussions with parents/carers highlighted the fact that when participating in education or training, the young people's self-esteem, confidence and general outlook on life improves but regresses when they finish their course or training programme.
3.59 The most salient message from the young people was that they wanted from life what most of us want - to have a job, to be independent, to have their own home, to have a social life and to have a family.
"Success... to me that means leading a normal life- having a job, keeping a house, those sorts of things."
(Nadine, aged 21)
2 This figure refers to all students on funded or non-funded courses.
3 National Deaf Children's Society
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