Young Carers in Schools

Young Carers in Schools

The Young Carers in Schools programme is an exciting initiative which builds, shapes and recognises support for young carers in primary and secondary schools.

The award scheme is run jointly by Carers Trust and The Children’s Society Young Carers in Focus partners. It recognises the excellent work of pastoral and senior leadership teams across schools who are inclusive of young carers in their provision, policy and practice.

The programme enables schools to break down their support for young carers and identify areas for improvement to ensure young carers are being consistently identified and supported within school, ensuring they can achieve and aspire like their peers.

Research carried out by Carers Trust and The Children’s Society shows that, on average, young carers miss or cut short 48 school days a year and often have lower levels of self-confidence, mental wellbeing and significantly lower educational attainment at GCSE level, because of their caring role. Ofsted’s School Inspection Handbook describes young carers as a particularly vulnerable group of pupils that schools should support. (Carers Trust, 2015)

Schools are able to apply for awards at bronze, silver and gold level by demonstrating how they support young carers in their school; the applications are assessed by a team of young carer professionals and by young carer themselves, promoting participation and giving young carers a voice in education.

“Through working with the Carers Trust and using the School’s Award Scheme we have been able to improve our support and recognise more young carers within the school. The GOLD award has also allowed us to share our good practise and help other schools achieve the award!” – Mrs Johnson, School Lead at Peterborough School

We can help local schools to identify opportunities to raise awareness, train staff and implement a provision which is sustainable and meaningful for young carers, their families and staff.

Please contact us on:

Call: 0345 241 0954


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Page last modified: 19th July 2019
Page review date: 11th August 2017

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