Eco-systemic factors that strengthen the educational inclusion of young carers with additional needs

The Children and Families Act 2014 defines a young carer as anyone under the age of 18 years old who provides, or intends to provide, care for another person of any age. The literature has empirically and anecdotally identified that young carers are a population more vulnerable to poorer outcomes in educational attainment, employment opportunities, and psychological wellbeing. (Becker and Becker, 2008; Warren, 2007; Lloyd, 2010). This thesis is an account of real-world research drawing on qualitative research methods such as semi-structured interviews to gather the views and perspectives of young carers; young carer project workers; and safeguarding and student welfare officers to identify the systemic factors (Bronfrenbrenner, 1979; 2001) that strengthen the educational inclusion of young carers with additional needs. Findings suggest the important factors at different systemic levels around the carer, such as the role of the key person within the educational setting, the role of external support and social support in strengthening a young carers inclusion in their educational setting. The implications arising from the findings are also discussed, in relation to the role of local authority services and, specifically the role of the educational psychologist