N🟁N

Mental health: 'A bit of a walk in open air is the best medicine'

The article from the BBC, titled "The hidden world of the UK's 'ghost children'," delves into the concerning phenomenon of children who have become disconnected from the education system and social services in the United Kingdom. This issue, which has been exacerbated by the Covid-19 pandemic, has led to a significant number of children being referred to as "ghost children" due to their invisibility to the systems meant to support and protect them.

The article begins by highlighting the story of a young girl named Lily, who at the age of 14, disappeared from the radar of her school and social services. Lily's case is not an isolated incident but rather a part of a growing trend that has alarmed educators, social workers, and policymakers across the UK. The article explains that during the lockdowns, many children were forced to stay at home, and some never returned to school once restrictions were lifted. This has led to a significant increase in the number of children who are not attending school and are not receiving any form of education or support.

The article provides statistics to illustrate the scale of the problem. According to data from the Department for Education, the number of children classified as "persistently absent" has risen dramatically since the onset of the pandemic. In the 2020-2021 academic year, around 1.8 million children were classified as persistently absent, meaning they missed at least 10% of their school sessions. This figure represents a significant increase from pre-pandemic levels and has raised concerns about the long-term impact on these children's education and well-being.

The article also explores the reasons behind this trend. One of the primary factors is the disruption caused by the pandemic, which led to many children falling behind in their studies and becoming disengaged from school. For some, the transition back to in-person learning was challenging, and they struggled to readjust to the school environment. Additionally, the article notes that many families faced increased financial and emotional pressures during the pandemic, which may have contributed to children not returning to school.

Another significant factor is the lack of adequate support for children with special educational needs and disabilities (SEND). The article highlights that children with SEND are disproportionately affected by the issue of ghost children. Many of these children require additional support to thrive in a school environment, and the disruptions caused by the pandemic have made it even more challenging for them to access the necessary resources. As a result, some families have chosen to keep their children at home rather than send them to schools that they feel are unable to meet their needs.

The article also discusses the role of social services in addressing the issue of ghost children. It notes that social workers are often the first line of defense in identifying and supporting children who are at risk of becoming disconnected from the education system. However, the article points out that social services are under significant strain, with high caseloads and limited resources. This has made it difficult for social workers to keep track of all the children who may be at risk, leading to some slipping through the cracks.

To address the issue of ghost children, the article suggests several potential solutions. One approach is to increase funding for schools and social services to ensure that they have the resources needed to support all children, including those with SEND. Another suggestion is to implement more robust tracking systems to monitor children's attendance and engagement with education. The article also calls for greater collaboration between schools, social services, and other agencies to share information and coordinate efforts to support at-risk children.

The article also features interviews with educators, social workers, and policymakers who are working to address the issue of ghost children. One teacher, Sarah, shares her experience of trying to reconnect with students who have not returned to school. She describes the challenges of reaching out to families who may be struggling and the importance of building trust and rapport with them. Another social worker, David, discusses the need for more resources and support for social services to effectively address the issue of ghost children.

The article concludes by emphasizing the urgency of the situation and the need for immediate action to prevent more children from becoming disconnected from the education system. It calls on policymakers to prioritize the issue of ghost children and to implement measures to ensure that all children have access to the support and resources they need to thrive.

Overall, the article provides a comprehensive overview of the issue of ghost children in the UK, highlighting the scale of the problem, the factors contributing to it, and the potential solutions. It serves as a call to action for educators, social workers, policymakers, and the broader community to work together to address this pressing issue and ensure that no child is left behind.

Read the Full BBC Article at:
[ https://www.bbc.com/news/articles/cddz7726zmlo ]