1,721,014 research outputs found
Missing Data, Complex Processes and Differing Contexts:A Case File Analysis of School Staff's Involvement in Child Protection Cases for Concerns of Neglect
Get PDFThis paper reports the findings from the analysis of 119 children's social work case files from three local authorities in Wales. The study offers new understanding about the extent of school staff's involvement in the provision of statutory support when there are concerns that a child is living with neglect. Findings demonstrate evidence of a broad range of early and preventative school-based support provided in 42 per cent of the sample, some gaps in schools' contributions to statutory assessments and a decline in the level of involvement of members of school staff following the initial child protection conference. The discussion also acknowledges a number of challenges encountered during the study: the complexity of social work processes, the variance in understandings of neglect within differing regional contexts and large amounts of missing data on children's files and the restrictions this created for statistical measurement. Findings have important implications for interprofessional relationships between schools and social work teams, at individual and agency levels. The author makes a call for social workers to actively engage members of school staff in child protection processes with the purpose of increasing information sharing across agencies, while enhancing interprofessional safeguarding practice
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No full textA Case File Analysis of Responses to Child Neglect Between Schools and Child Protection Services
No full textResponding to Child Neglect in Schools:factors which scaffold safeguarding practice for staff in mainstream education in Wales
Get PDFChild neglect is a problem that presents many challenges to effective learning and teaching in schools. Children are unable to learn if their basic needs are not met. Neglect is the second most common reason for a child to be on a child protection plan in Wales. Given the universal nature of their provision within the community, and the prevalence of neglect, schools are well-placed to notice and intervene early and provide support to children that promotes their health and wellbeing. In fact, staff in schools have the opportunity to observe children’s behaviours, and their interactions with other pupils and family members up to five days a week over an extended period of time. However, little is known about the specific ways in which staff in schools respond to neglect and what factors help them to provide effective school-based support to families. This paper presents the qualitative findings from thirty interviews with school staff in six mainstream primary and secondary schools in Wales, which was completed in 2018. Findings identify three factors that support neglect-practice within the school-setting (i) a whole-school proactive approach to child neglect; (ii) a positive learning and development environment for staff members; and (iii) relationships between staff and the child(ren)’s family
The Critical Role of Schools in Protecting Vulnerable Children:why schools and social workers need immediate support to respond to the effects of Covid19 Lockdown
No full textThe Critical Role of Schools in Protecting Vulnerable Children:why schools and social workers need immediate support to respond to the effects of Covid19 Lockdown
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Working with Children Who Have Experienced Neglect:comment and analysis from the School for Policy Studies
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