'Moving On' from care into adulthood: consultation analysis

5. Forms of support for moving into adulthood

This chapter looks at support for young people transitioning into adulthood. It includes analyses of responses on peer support, out-of-hours advice and assistance, health and wellbeing, and housing. It also presents an analysis of responses to questions on pathways into further and higher education, and employment.

Peer support and maintaining lifelong links

The importance of safe, loving and respectful relationships, fuelled by maintained connections with carers when appropriate, was highlighted by the Independent Care Review. The review emphasised that these continued connections are about nurturing relationships rather than professionalising the process. Peer support can work alongside other relationships, such as carer relationships or the care provided by corporate parents, and can offer a sense of belonging and community to a young person or caregiver.

Q26. In what ways would you like to see peer support used by people leaving care and/or caregivers during a young person’s transition from care into adulthood?

Community resources and networks

Almost two thirds of respondents answered Q26. The theme most mentioned by respondents was recognition of the potential for peer support to help people leaving care or caregivers to establish networks. Respondents noted that peer networks could help people gain life skills, learn about finances, find accommodation and access education or work opportunities. A few respondents called for the creation of specific community spaces to enable peer support and connection.

“Peer support presents an opportunity to expand the reach of financial education and life skills training in Scotland…Including care-experienced young people in this model has the potential to be especially powerful. These individuals, having navigated the challenges of transitioning out of care themselves, are uniquely positioned to offer practical advice and emotional support to their peers.” - MyBnk

Some respondents wanted peer networks and relationships formalised and supported by the Scottish Government or other public bodies. In these comments, frameworks and forums based on successful models of peer support were suggested. Others described mentoring programmes or drop-in sessions staffed by people with lived experience.

“Increased access to community hubs/ clubs may be positive in providing young people with places to use their time in a prosocial manner. This could involve workshops for understanding their behaviours, or opportunities to access activities in the wider community. For example, Youth Interventions, a local group, provide educational workshops on substance and alcohol use, and emotional and mental wellbeing, whilst providing day trips for the young people to places they do not have the opportunity to attend.” - British Psychological Society

Shared experiences

Several respondents highlighted the importance of peer support in sharing positive lived experiences and knowledge. These could be experiences that provide young people with knowledge about practical matters and also places for optimism that reduce any stigma, shame or fear.

“Any kind of support and knowledge sharing would be helpful to help positive stories, share information on access to help. Removing any stigma from the care status or the care journey is helpful and allowing young people access to role models who can share their journey, challenges and successes would be beneficial for all.” – Individual

Importance of peer support

Some did not specify how they thought peer support should be used but shared general comments which emphasised their belief in the value of peer support to both young people and carers.

Young person’s choice

Allowing young people to dictate how they want to use peer support was mentioned by some. Respondents noted that some young people may not want to speak about care experience. They also stressed that others may not want to participate in peer support and that any offers of assistance should include a young person’s consent and willingness.

Negative experiences with peer support

Two respondents highlighted the possibility of negative aspects of peer support, while acknowledging the benefits. The British Psychological Society said peer support may provide some young people with “a support network with others who have similar experiences, however, [it] may [also] promote previous negative behaviours.”

Q27. Do you know of any examples where peer support networks have had a positive impact on the experience of leaving care, either for care leavers or those who supported them?

Examples of best practice

Almost half of respondents answered Q27, with respondents sharing examples of peer support that has had a positive impact on the experience of leaving care for young people or those who supported them. These included programmes run by local authorities, such as:

• West Lothian’s ‘Level Up’ attainment project
• Grandmentors (Perth and Kinross Council)
• East Ayrshire offers Connecting to Change, Connecting Voices, Art Club, and Care Experienced Cabinet

Examples of peer support programmes delivered by the third sector included:

• STAR
• Includem
• Grow Your Own Routes (SFAD)
• Lifelong Links
• Groups run by Who Cares? Scotland
• Children 1^st’s kinship care groups
• Shared Lives schemes
• The Rock Trust
• The Mockingbird programme led by The Fostering Network

One respondent described a programme at university which connected them with other young people with care experience called the University of Strathclyde Care Experienced and Estranged Student Society. Another mentioned the benefit of residential homes across different local authorities, such as Home Park View in Dumfries and Galloway.

“Maybe 15 years ago or so, I had the opportunity to visit a number of throughcare placements within Perth... I think there is a real benefit from the Perthshire model with a city centre hub where support, internet, tea coffee, social work etc is all located in one building however this needs to be considered geographically as a similar model in the Borders appears to be less successful due to all the local villages having social barriers to accessing support in the one main town” - Individual

A few respondents, when highlighting examples of good practice, noted the importance of funding these programmes well.

Positive outcomes of peer support

Some respondents reiterated their support for establishing peer mentoring and assistance to young people or those who help them. A few of these did not provide further detail about how they or the people they have spoken with have been affected. Others described positive outcomes of peer support, including providing sustained relationships, allowing those with lived experience to volunteer to help others, reducing feelings of isolation through socialisation, and providing a sense of assurance and shared knowledge.

“Peer support creates a mutual exchange of skills, knowledge, care and support between two or more people with similar situations. The exchange is based on an understanding of hope, trust and learning in a shared space. Research has shown that there is a correlation between relationships and resilience during the period of emerging adulthood and leaving care. During this period and into adulthood, lives are interdependent, we rely on others for support in all aspects of our lives.” - CELCIS, the Centre for Excellence for Children's Care and Protection

Q28. How can we better enable young people and the supportive adults in their lives to maintain healthy relationships once the young person has moved on from care?

Encourage maintained relationships

Just under two thirds of respondents answered Q28. Several respondents highlighted that there should be improved support for maintaining communication between young people and supportive adults in their lives to promote healthy relationships. Some respondents did not provide detail on how to do that, though others emphasised that continued contact should be normalised and allowed in a safe, transparent and boundaried manner. Some respondents thought that continued contact should be built into any care or transition plan.

One respondent noted the need for dependability and the importance of following through on promised relationships.

“I was put back into a children’s house after leaving secure care while waiting on my own house. And my new own house was in close proximity to the children’s house I grew up in so I could still visit was amazing. I still live there, and still visit 10 years later” - Consultant with lived experience, CELCIS, the Centre for Excellence for Children's Care and Protection

Several respondents suggested implementing policies which empower and enable supportive adults, carers or staff members to maintain relationships with young people who have left care. One individual highlighted that when they were in care, policies around maintaining contact were discouraged. However, they suggested that a greater understanding of the importance of these relationships is needed, with guidance and clear pathways where staff are able to record contact and understand limits, and young people know whom to go to, to seek support. Who Cares? Scotland noted that The Promise explained care systems had previously focused on the management and reduction of risks to the detriment of enabling long-lasting, meaningful relationships. They note that The Promise suggested reframing how care systems think about risk, instituting policies that both safeguard and allow relationships to grow.

Respondents recommended that these policies could include narrative reframing, a technique that helps people change the way they speak about care experience to shift public attitudes, and training for carers, supportive adults and staff members on how to maintain relationships with the young people they care for. For young people leaving care, they called for guidance to support their understanding of how to maintain a healthy relationship.

Communication platforms and mediums

Formal and informal means of maintaining relationships were mentioned by some respondents. Suggestions included reunions, communication platforms and social media sites. One respondent stressed the importance of ensuring young people have access to communication tools, such as Wi-Fi and telephones, to facilitate ongoing contact with carers.

Young person-led

Respondents emphasised the need to include young people in planning to ensure relationships are maintained in a way that suits each person best. Shetland Islands Council noted that due to varying needs and approaches, they depend on Person Centred Planning Tools to determine how best to support relationships for young people.

“Children and young people should be consulted about the relationships that are important to them and how they would like to maintain these; keeping in touch should be considered part of the foster carer’s role; and foster carers should be supported in this role.” - The Fostering Network

Barriers to maintaining support

A few respondents highlighted barriers some young people may face in maintaining support. Two highlighted poverty or the possibility of financial barriers to maintaining contact. This included access to funds to support any transport costs. An individual noted that some relationships may be difficult to maintain, including where a carer may have other children in their care which may make it challenging to continue to support a young person.

Out-of-hours services providing support and advice

Those transitioning from care may find that they need advice or support to manage questions arising from everyday life and independence. As most services are not available all the time, young people and the adults who support them may not have access to support when they need it.

Q29. What types of support and advice do you think should be available to care leavers as part of an out-of-hours service?

“The reality of the kind of support and advice required is very broad and incredibly varied. Care leavers might need practical support such as what to do if they have lost their house keys, something isn’t working in their home, or they have financial concerns, to emotional support and advice such as coping with the loss of a friend or family member.” - CELCIS, the Centre for Excellence for Children's Care and Protection

Life skills

Over four fifths of respondents answered Q29. A common theme in these comments centred on suggestions for out-of-hours support and advice to support young people with daily concerns or life skills. Descriptions ranged from needing help with emergency home repairs to car issues. This also included assistance with financial concerns, such as banking problems, and signposting to other services which may be able to provide further help.

Emotional and mental wellbeing support

Access to mental health support, specifically to combat loneliness, was mentioned by several respondents. Aberdeen City Council thought that ‘out-of-hours’ support sounded too much like crisis support and that young people in need of emotional or mental health support may not know it can be used for those purposes. Who Cares? Scotland notes that their work has shown “that most help required out of hours relates to mental health needs and emotional distress.”

“A lot of the time professionals working with care experienced young people have access to 24 hour counselling phone lines where they can call up and have a debrief or book in more in depth counselling sessions. We recognise (and more often than not pay to support) the secondary trauma that professionals sometimes have to deal with and work through. There is not the same understanding and financial support for the care experienced child who has suffered the initial trauma. But I think there needs to be something similar, if not something more, for those who have lived the trauma. It needs to be the norm, available to everyone and encouraged by everyone with absolutely no barriers to access.” - Individual

Crisis support

Some respondents mentioned the need for out-of-hours services to deal with crisis issues, such as access to emergency accommodation or food and issues related to children. East Lothian Council Children’s Services mentioned Edinburgh Council’s Access Point, which offers a ‘24 hours’ crisis service, providing a relatively local option for immediate assistance. They also recommended a mobile response resource as another option. Others noted that out-of-hours crisis support should be provided face-to-face where possible and appropriate.

Resourcing

The need to fund and resource of out-of-hours support was mentioned by some respondents, who stressed the cost of ensuring the correct staff are in place with appropriate training. Some specifically mentioned the importance of trauma-responsive training.

Relationships

Two respondents noted that maintaining relationships with supportive adults or staff would reduce the need for out-of-hours support as young people who have left care would have trusted people they could turn to for help in the areas mentioned above.

“The key component behind the answers and solutions this consultation exercise seeks to explore is long-term meaningful relationships, supported by good quality early planning. Get this right and the need for formal ‘out-of-hours services’ for care leavers should be significantly reduced.” - CELCIS, the Centre for Excellence for Children's Care and Protection

Health and wellbeing

The transition from care to adult life can impact young people’s health and wellbeing as their needs change. People with care experience may require support from a range of services to maintain physical health and mental wellbeing and it is important that young people leaving care have access to appropriate health services.

Q30. What improvements do you think could be made to ensure care leavers have access to services which support their physical health, and mental health and wellbeing?

Priority access to health support

Two thirds of respondents answered Q30. Several respondents highlighted the need for priority access to health support. Respondents repeatedly stressed a need for access to mental health support, as the transition from child to adult mental health support can lead to a lapse in support or long waiting times. Some also identified the need for access to sexual health services and more general health services. Perth and Kinross Council highlighted that it may be difficult for a young person who has left secondary education to access CAMHS and they may then have to wait for adult community mental health services. They suggest “more joined-up working that moved beyond eligibility criteria and focuses on the needs of the young person.”

Better resourcing

Several respondents noted that more health practitioners were needed to meet increased demand, particularly for mental health support. They explained that CAMHS waitlists can be very long or difficult for those in care to access. Others suggested that localised services available in the central belt should be extended to the rest of Scotland.

“Access to Mental Health and Trauma services (such as the Glasgow Psychological Trauma Service for Asylum Seekers and Refugees) to be accessible beyond the central belt and across Scotland” – Aberdeen City Council

Person-centred care

The importance of person-centred care has been reflected throughout this report. However, several respondents mentioned the necessity of considering a young person’s stage of development and specific needs for health and wellbeing services during their transition to adulthood. Respondents highlighted that some young people may not want to access certain support, and that others may need to access support at different stages of their transition to adulthood depending on their specific circumstances and healing processes.

Many services can be offered to children when they are younger, but this may not be the right time for them and they need time to recover from trauma. There needs to be more options for them to access as an adult when they are more ready to engage with mental health services.” - East Lothian Council Children's Services

“In terms of healthcare service provision, health literacy should be considered in delivery and information, advice and guidance should be available in accessible formats and alternative languages.” - Public Health Scotland

Several respondents reiterated the importance of a trauma-informed approach and the particular need for this training for mental health practitioners. Respondents stressed that a trauma-informed lens would improve understanding of young people’s engagement with health concerns, appointments and time management.

“Our inspection evidence suggests that some health services discharge care leavers if they do not attend appointments. It is important that staff in services employ a trauma-informed approach in supporting care experienced young people to access the health services they require.” - Care Inspectorate

Signposting and administrative support

Assistance in registering with doctors, dentists and mental health services, if needed, was mentioned by some respondents. This support also included providing information on the types of health and wellbeing services available. Transferring prescription medication to pharmacies was also mentioned as a specific area of concern, as some medications need to be taken consistently to ensure wellbeing. It was also mentioned that assistance needs to be available in multiple languages to ensure accessibility.

Exercise and physical activity

Providing access to physical activity, whether that is through free membership for local authority leisure centres or access to green spaces, was mentioned by some respondents. Others highlighted the importance of education on the impact physical activity has on wellbeing and one respondent emphasised the importance of access to healthy food to promote healthy lifestyles.

Q31. What improvements do you think could be made to ensure a smooth transition is made between children and adult physical health services, mental health services and wellbeing services?

Multi-agency working

Almost two thirds of respondents answered Q31. Of those, several respondents made suggestions for improved multi-agency working to create smooth transitions between children’s and adult physical health, mental health and wellbeing services. Respondents recommended better communication between children’s and adult care providers, and ensuring health is at the forefront of joint care-planning reviews and meetings.

“Shared information, rather than a young person have to start from scratch with adult services needs assessments.” - Nationwide Association of Fostering Providers

Clear transition pathways

Calls for clear transition pathways and care plans were made by several respondents at this question and by some in response to Q30. They expressed concern over changes to care when young people transition to adult services. Respondents reiterated support for clear transition pathways and care plans to provide clear guidance on the next steps in the transition for young people leaving care, and the adults assisting them.

Planned gradual transition

Some respondents expressed support for a more gradual transition to adulthood. A few described the transition as a ‘cliff edge,’ and others noted that the continuity of service and staff was most important in this period of change. Public Health Scotland suggested learning from the Transitions to Adulthood Strategy and also referenced The Principles of Good Transitions as a guide to assisting young people during this time in life.

Person-centred approach

An emphasis on flexibility and meeting the specific needs of each individual was mentioned by some respondents across responses to Q30 and Q31. These comments stressed the importance of including young people in their transition planning and feeling that their voices are heard. Respondents emphasised the importance of including discussions on health at planning meetings to ensure that young people have a say about their health and wellbeing care as they make the transition to adulthood.

Priority access to mental health support

Some respondents reiterated the need for priority access to mental health support as discussed in comments made on Q30. Two respondents noted that access to CAMHS and mental health support should be a mandatory aspect of Aftercare.

Access to information about health care and rights

Respondents reiterated comments made in response to Q30 on the need to assist those transitioning from care with registering for health services. Additional comments at Q31 included that young people also need to be aware of their rights and what they should expect from health and mental health services. This can include advice about how to know when they might need medical assistance and what to do if they are unwell.

Example of good practice

One public body described an area of good practice within their organisation. They include all young people aged 15 years or over in discussions around their care and their future plans related to Adult Services. While Adult Services are not currently mandatory at these meetings, notes are circulated to the relevant services. They hope to improve their service by consistently including Adult Services in the future.

Housing

The consultation paper highlights research that those leaving care are more likely than others of the same age to become homeless or experience housing insecurity. This section explores the support provided for young people leaving care to ensure they have housing that meets their needs.

Q32. Please tell us about any good practice you are aware of that supports young people leaving care to find a home that meets their needs.

Examples of good practice

Three fifths of respondents answered Q32, and respondents shared several examples of good practice in supporting young people leaving care to find a home that meets their needs. There were examples of support from local authorities, including some support spanning multiple local authorities, such as Housing Protocols ensuring that young people leaving care are included for priority housing, dedicated Housing Officers, strong partnership working between social work and housing teams, independent living programmes and supported accommodation models designed to provide a gradual move to greater autonomy. Examples included:

• Edinburgh’s dedicated housing officer to work with care experienced young people.
• Fife, Midlothian and East Dunbartonshire Councils have a National House Project model, which brings young people leaving care together to provide peer support with practical and emotional skills needed for independent living.
• Highland Council gives priority points to those leaving care.
• Glasgow City Council provides 16+ accommodation and support services.
• South Ayrshire Council developed letting standards for young people leaving care.
• Home Park View in Dumfries and Galloway provides young people with a supportive environment as they transition out of care and into independent living. It “facilitates collaboration between housing providers, young people and transitions workers.”
• Perth and Kinross Council’s Wellbank provision has staff trained in trauma approaches and develops practical skills as well as offering emotional support.
• Aberdeen has residential aftercare officers in each Children’s Home to support children who have moved on from the homes, providing housing assistance, mental health assistance and assistance with childcare. (Staf Engagement Session 17 September 2024)
• East Lothian Council, funded by the Life Changes Trust, created My Place, a shared living model for young people with care experience, and a dedicated role to sit alongside the Housing Strategy and Development Team.

Examples of good practice from the third sector were also mentioned by some respondents. Services offered by housing support provider Rock Trust were mentioned by a few respondents. These include their Housing First for Youth services in Glasgow, set up to help young people leaving care who are homeless or at risk of homelessness, where they help young people understand their choices and make decisions about their next steps, and Future Builders in Perth which exists to help young people with the transition, providing both advice, life skills training and emotional support.

Barnardo’s Gap Homes programme, designed to bridge the gap between leaving care and independent living was also mentioned by one respondent. Barnardo’s Scotland noted that it provides “easy to heat, well-furnished homes designed for and with children and young people who may have complex needs’. Finally, Inspiring Scotland mentioned that Shelter is good at assisting people during the transition, however, they did not provide any further details. Support workers and housing forums were mentioned by a few as being helpful for young people who are leaving care, as was a Further and Higher Education student housing guarantee.

Concerns and barriers

A common theme mentioned was that the current housing crisis was a barrier; this is discussed in greater detail in Q33 below. A few respondents expressed the view that no good practice existed.

“Young People with lived experience who were interviewed were generally fairly critical of practice, they fed back that where good practice does exist, it comes more from individuals who are willing to put the extra time and effort into helping them, rather than from systems.” - Rock Trust on behalf of A Way Home Scotland & Aff the Streets

Some respondents called for changes to legislation, as the current criteria for housing adults who are homeless or wanting to move does not necessarily fit the experiences of young people with care experience. One respondent noted declaring themselves homeless could be a stigmatising and scary experience for a young person.

“I would love legislation that stopped children having to "declare themselves homeless" in order to access appropriate housing. I would love a care experienced charter signed by all councils that says that "no care experienced child will find themselves homeless under the age of 21 (25 would be nicer).” – Individual

Q33. What do you think are the main barriers in securing appropriate housing for a young person with care experience?

Housing shortages

Of the two thirds of respondents who answered this question, more than half highlighted the housing shortage in Scotland as the main barrier to securing appropriate accommodation for young people with care experience. Respondents described a lack of social housing and high costs of private rentals in some areas. Similarly, there were comments that some of the available housing is not suitable for young people, for example, housing in poor condition.

Attendees at engagement events for practitioners held by CELCIS reiterated that housing and lifelong links offers differ greatly by local authority.

“Many of those answering the survey had been placed in accommodation that was unsafe, inadequate for their situation or in a poor condition. Issues cited include: being placed in an area with anti-social behaviour from neighbours; not having enough space for the number of people; disrepair; unsanitary conditions e.g., mould; and not having essential facilities.” - Who Cares? Scotland

Location was also mentioned as a factor by some in determining whether housing is appropriate for a young person. Respondents noted that housing that is too far from support networks could lead to social isolation.

Access to support

A lack of access to housing support was mentioned by several respondents. A few noted that some young people leaving care did not understand their housing rights and choices, and found the process of applying for private or social housing confusing. Others suggested that dedicated housing officers for people with care experience should exist in all local authorities.

Staf called for greater consideration of the barriers to home ownership for people with care experience, as they are less likely to benefit from inherited property or money and they are usually unable to live with family to save for a deposit. Staf recommended exploring different pathways to ownership for young people with care experience, such as shared ownership, rent to buy or lease-options.

Financial issues

Several respondents noted that high costs, either associated with living in expensive supported housing or paying for private lets, made saving money to afford the move out of care or social housing difficult for young people leaving care. CELCIS highlighted that relying on expensive private accommodation can also negatively impact a young person’s ability to spend money on other important necessities, such as travel for work or study.

Discrimination

Some respondents said discrimination, such as negative stereotypes of people with care experience, could prevent people with care experience from accessing private accommodation. Recommendations to include care experience as a protected characteristic were mentioned to combat the impact of any negative preconceptions. The Fostering Network recommended the Scottish Government recommit to introducing a Human Rights Bill this parliamentary year.

Social and emotional readiness

A lack of social and emotional readiness for independent living was mentioned by some as another barrier to maintaining a tenancy for some young people with care experience. This included concerns for risks of social and emotional isolation, a lack of maturity to keep a home and finding it difficult to set good boundaries. Respondents highlighted concerns that a lack of readiness could lead to feelings of isolation and loneliness and a lack of experience could mean young people are targeted by criminals. Cyrenians explained that isolation and inexperience could put them at risk of ‘cuckooing’.

“For many young people who have grown up in shared housing and residential units as part of their care experience it can be difficult to know when to invite someone in, especially if they are feeling lonely and isolated. This should be built into any form of transition planning and young people should have a trusted adult to talk to if they are experiencing any problems with strangers trying to access their new home.” - Cyrenians

Q34. How can we ensure there is sufficient support, planning and preparation provided to care leavers moving into their own accommodation for the first time?

Life skills training

Three fifths of respondents answered Q34. A common theme was that life skills training would help prepare young people leaving care and moving into their own accommodation for the first time. Respondents suggested that this includes budgeting and financial training, and registering for utilities. A few suggested providing this information in a booklet or pamphlet to allow the young person to have it as a resource when they move. Others suggested that care workers could teach or model life skills regularly during home visits.

“Alongside the application the young person should have a skills plan that identifies what needs to be done before moving on so that when it’s the right time for the young person to move into their own accommodation they feel ready to do so. Skills could include budgeting, cooking, managing a home etc and could be provided by different services.” - South Lanarkshire Council

Clear care plan

Some respondents highlighted the importance of a clear care plan to support young people in their transition. While details of how the care plan can be used have been described in earlier questions, responses to this question highlighted the importance of plans detailing the types of housing that would work well for each young person, their own housing preferences and any specific support they may need going forward. As emphasised in other questions, the importance of coordinated, multi-agency working to create a smooth transition and a more joined-up approach was reiterated.

“Asking the person what would be manageable for them. The person who placed me in a home put me in a 2 bed because she felt really sad that I was a young girl and she didn't want me in a flat by myself. But actually heating the house, living in an empty home, not having neighbours was really isolating and challenging to manage going from a small hostel to a big home. So practicalities on what a person can manage should be considered when placing someone somewhere.” – Young person, responding through Hub for Success

Available support workers

Some suggested that more support workers and more consistent care are needed to help young people transition into independent living arrangements. A few respondents recommended offering wrap-around care, and others noted the importance of consistency of support, with a single trusted adult or key worker providing assistance. Examples included assistance managing and spending money during the organisation of a young person’s new home. A few noted that local authorities would need greater resources to enable these services to succeed.

Consistent policies

A desire for consistent policies and protocols across Scotland was mentioned by a small number of respondents and reiterated at engagement events. They suggested implementing policies and protocols which ensure those leaving care have appropriate accommodation. The need for nationwide consistency was highlighted because young people may move between local authorities during their transition to more independent living and should be able to rely on a consistent level of assistance wherever they live. At multiple Staf engagement events, attendees spoke about the positive outcomes when local authorities work together. However, they expressed a view that this often happens by chance rather than through planned preparation. One example given was of a staff member in one local authority switching to the same role in another, which enabled open lines of communication and collaboration.

Less commonly mentioned themes

A few themes which were each mentioned by one or two respondents included:

• Calls for more grants and financial support to ensure those leaving care have access to safe, secure and appropriate accommodation and enough money to buy the essentials needed to make a home. This was also raised at engagement events, such as the Care Leavers Transitions (Customer Hub) engagement event.
• Maintained relationships were mentioned to decrease social isolation and provide continued support during the transition. This is discussed more at Q28.
• Time in training flats was provided as an example of how young people can gain experience living independently while in a supported environment.

Q35. What forms of support do you think would help someone leaving care and entering their first tenancy to stay in that property for as long as they want to?

Main areas of support

Just under three fifths of respondents answered Q35. Respondents highlighted three areas of support they thought would be most useful to help a young person with care experience entering their first tenancy to stay in the property for as long as they want. These themes were mentioned with equal prevalence.

• Financial support: Several respondents mentioned providing more financial support for those entering their first tenancy. Some suggested this be given in the form of grants at the start of the tenancy, food subsidies or tokens, or help with paying bills, whilst others suggested budgeting assistance and greater financial education to ensure young people have the financial skills to maintain their tenancy. For example, MyBnk mentioned their programme, The Money House, which offers an immersive setting to provide hands-on financial training for young people.
• Support with life skills: Several others mentioned assistance with setting up utilities; learning how to keep a house safe, clean, and organised; cooking and decorating. They also commented on the importance of teaching young people about their rights as tenants.
• Social and emotional support: Whether from key workers, mentors or peers, several respondents noted the importance of continued social and emotional support. They mentioned the risk of isolation for those becoming newly independent and that some may need help integrating into their new community.

“It would be useful if the Throughcare worker could contact the young person at intervals after moving in. 6 weeks, 3 months, 6 months and 1 year after moving in. These communications are to offer further support if needed, check if registered with a GP, Dentist, etc, and check practicalities such as whether they are managing day-to-day budgeting, cooking, cleaning, etc. This unless the young person no longer wants contact with social services.” – Individual

Better resourcing for support workers

As noted previously, the importance of providing resources to local authorities to enable the type of support recommended was reiterated by several respondents. This included resourcing dedicated staff members on Housing Support teams and staff for council-led tenancy advice, mediation and home maintenance services.

At one Staf engagement event, attendees described the need to ensure staff members are properly supported themselves. They spoke about a situation where they helped find accommodation for a young person with care experience who had been classified as at risk of self-harm. Attendees described the pressure they felt, and the concern they had, when they encountered difficulty navigating systems on behalf of the young person they were assisting. Funding to ensure staff receive wellbeing support or there are enough staff in place to combat burnout was recommended.

Other considerations

Some respondents noted that housing should be appropriate, safe and somewhere a young person can stay for a long period rather than temporary accommodation. Ensuring the young person’s preferences about location and type of accommodation are considered was also mentioned by some.

Q36. How can we ensure the views and needs of people leaving care are taken into account when decisions are made about where they should live when they leave care?

Consult with young people

Of the two thirds of respondents who provided a response to this question, a common theme was that young people should be consulted on their views and needs. While some suggested speaking to young people or approaching the decisions in a flexible, person-centred way, others more specifically mentioned focus groups, team meetings, and creating clear protocols and policies to ensure that young people are a part of the decision making process. Some also suggested that consultation should happen early in the process and regularly thereafter, allowing young people’s opinions to be assessed on an ongoing basis with enough time to meet their needs.

Advocacy

Several respondents recommended providing advocacy services to young people to make sure their opinions are heard and that they are aware they can challenge the system if they feel they are not being listened to. It was suggested by some that advocacy should be independent and consistent across Scotland.

Pathways planning

Some noted the inclusion of housing considerations in the care plan. As mentioned in previous questions, it was emphasised that input from young people leaving care should be considered during the care planning stage. Housing concerns, needs and wishes can be discussed at this stage, enabling a clear outline of a young person’s views of the transition for staff and carers. Social Work Scotland did note that the framework for inclusion of individual views on housing exists already in the process for pathway planning.

Provide choices

Some respondents mentioned the importance of choice. In this case, having a choice meant access to information and details about options for where young people could live, as well as advice about the impact of different choices. Some reiterated the importance of clear communication with young people about their options. This included being clear about what is realistically possible when considering housing requirements or location, for example. This point was also noted at some engagement events.

Further and higher education

The consultation paper explains that funding is available to assist young people and adults with care experience to study at colleges and universities. The College Bursary currently offers up to £9,000 per year for care-experience people studying below HNC level. The Care Experienced Student Bursary, also currently £9,000 annually, is available to students in higher education with no age restriction. Summer Accommodation Grants are also available for up to £1,330. Care experienced students in higher education are also eligible for a Special Support Loan in the amount of £2,400. Colleges and universities can also provide discretionary funding to students experiencing financial difficulty whilst studying.

In Scotland, every university guarantees a place for applicants with care experience who meets the minimum entry requirements on their chosen course.

Q37. In what areas would you like to see improvements to the service, support and funding for students who are care experienced?

Awareness

Three fifths of respondents answered Q37. A common theme noted that awareness of funding seemed low. Several respondents recommended raising awareness of the funding options available. A few individual respondents specifically noted that it was their unique circumstance, for example, working in education, which made them aware of the resources. They believed that many young people may not be aware of the bursaries and funding available. This sentiment was also expressed by some organisations.

Other suggestions included that young people need to receive transparent advice on how the funding options work and for how long the funding will be available. Public Health Scotland suggested that financial support for young people with care experience be provided for the duration of the courses to avoid uncertainty, rather than on an annual basis.

A few respondents also mentioned that information about funding options could be confusing due to discretionary funding or changing eligibility criteria across local authorities, colleges and universities. Stirling Council asked for greater clarity and uniformity around eligibility for certain types of support, although they did note that in “aligning eligibility, it cannot, however, be a race to the bottom.”

Access to grants

Difficulty accessing grants was mentioned by some respondents. This included confusing eligibility criteria, experiencing challenges proving care experience and difficulty with the application. These challenges were also noted by attendees at multiple engagement events. For example, a young person responding to the consultation noted that the application for special support calls for two named referees to be provided, which could be difficult for people with care experience who may not have two trusted individuals to ask. Who Cares? Scotland highlighted instances where people with care experience faced a number of issues accessing student funding as both the Scottish Funding Council (SFC) and the Student Awards Agency Scotland (SAAS) asked for evidence by a confirmation letter from the person’s local authority or local Social Work department, which it was reported can sometimes be difficult to obtain.

Another young person responding to the consultation recommended making all grants and funding provided by higher education institutions equal in amount.

Full-year housing

Some respondents noted the importance of year-round housing. Respondents mentioned the value of having a stable base and the difficulty some young people face trying to find summer accommodation due to a lack of guarantors. A few acknowledged the summer bursary as an improvement.

No improvements needed

Positive feedback on services, funding and support was given by some. Respondents who used the funding noted they benefited from it, and those who assisted young people through the process felt it was having a positive impact by helping people with care experience progress into higher education.

Financial and budgeting advice

As described in Q35, providing financial and budgeting advice was recommended by some respondents. As above, this reflected a belief that this type of support and these types of skills were necessary when transitioning to independent living.

Less mentioned themes

A small number of respondents provided some other considerations. These included from most to least mentioned:

• Peer support was recommended to strengthen support networks, provide tutoring, and provide support in further or higher education settings.
• Disability services and mental health support were mentioned as a type of support where young people with care experience in further and higher education should have priority access. Mental health support was highlighted as difficult to access as there were long waiting times. Priority access to mental health services was recommended.
• One called for improved access to technology and digital literacy skills.
• Another called for access to more funds for people with care experience who are studying and have parenting responsibilities.

Q38. How can we better support care experienced students to complete their studies?

Support that enables learning

Of the three fifths of respondents who answered Q38, some highlighted the need for better support to enable learning, with respondents emphasising the importance of personalised support, including flexible learning pathways. Respondents suggested that being able to attend part-time, allowing time off when needed and providing flexibility in course delivery would improve the retention of students with care experience.

“Ensure there are clear pathways for young people with care experience to catch up with school they may have missed, and continue on with education should they wish to [and] ensure there is support for young people missing classes, and ways to adjust to this.” - Rock Trust on behalf of A Way Home Scotland & Aff the Streets

The importance of encouragement was mentioned by a few, and individuals in particular noted that positive guidance from course leaders or tutors assisted them in their studies. A few mentioned that providing assistance with issues such as housing or financial concerns would help them concentrate on their studies. Other recommendations for support within colleges and universities included comprehensive orientation programmes, confidence building, and better collaboration between social work and colleges or universities. Glasgow Health and Social Care Partnership also noted that higher tariff academic routes, such as medicine and law, should provide extra support for students with care experience as they face more demanding courses and workloads. One young person responding to the consultation suggested organising independent hubs for students with care experience at each institution that were able to offer support.

Raise awareness about care experience

Some respondents mentioned that course leaders, teachers, lecturers, staff and students at colleges and universities should be aware of the experiences of young people with care experience. A few specifically mentioned this should be a trauma-informed approach, including engagement with the national trauma training programme for anyone in universities with support remits. This was mentioned by a few respondents as necessary to ensure those in post-school education have a clear understanding of the needs of those with care experience.

“As noted in relation to other areas of service provision (e.g. housing, healthcare and financial inclusion services), education providers and employers should have greater awareness of trauma and mental health needs for care leavers and other care-experienced young people.” - Public Health Scotland

Strong relationships

Ensuring young people with care experience have a key worker or a trusted adult to guide them and listen to them was mentioned by some respondents. While a few focused this support on the transition from care to further or higher education, others thought it should be a relationship that is maintained in the longer term.

Similarly, peer support or mentoring programmes, such as Wee Campus and Hub for Success, were suggested as other ways for young people with care experience to find support when starting at college or university. Respondents suggested these programmes could allow young people to connect with others with similar experiences and provide knowledge to navigate new environments. West Lothian Council noted that their experience of wrap-around and mentor support allowed learners with care experience to seek support from others who could help them continue when their course of study was challenging, and they were tempted to withdraw.

Housing assistance

As mentioned at Q37, assistance securing housing, especially in the summer months, was recommended by some respondents. Stress brought on by insecure housing or housing concerns was mentioned as a distraction from learning and so it was felt that help to ensure students with care experience have secure, year-round, appropriate housing could relieve this anxiety.

Other funded programmes

Some respondents recommended providing further funding to ensure young people with care experience are better supported in their transition. This included funding for free bus travel, living expenses, access to the internet, technology and course material costs, and clothing replacement costs.

“An approach that is designed to meet the needs of care experienced learners will benefit all learners. No student should ‘lose out’ financially due to having experience of care. This will require more intentional working between Social Security Scotland, the Department of Work and Pensions, the Scottish Funding Council, and the Student Awards Agency Scotland. Financial entitlements should be connected to the recognition of needs. Ongoing, trusted relationships with practitioners and college and university staff so that people with experience of care are aware of all the entitlements and support available to them, and they have the support they need to access it.” - CELCIS, the Centre for Excellence for Children's Care and Protection

Less mentioned themes

A small number of respondents each mentioned the following themes that have been discussed in greater detail in the previous sections, such as better access to mental health support, better support for disabled students to ensure they are not discriminated against and access to financial education. Greater assistance in transitioning to employment was also mentioned, as detailed in the next section.

Examples of best practice

A small number of respondents provided examples of good practice. CELCIS highlighted the work of Student Awards Agency Scotland (SAAS) and The Scottish Funding Council (SFC) in providing support alongside stakeholders. They also mentioned Hub for Success as a good model to be replicated across Scotland.

Who Cares? Scotland provided their shortlist of colleges and universities from their 2024 Corporate Parenting Awards for the category of Outstanding Educational Practice in Further and Higher Education. They include:

• Inverness College for their support for learners with care experience no matter the stage of their education pathway, and their emergency accommodation for learners with care experience.
• West Lothian College offers a wraparound service called ‘The TRUST (Trauma Responsive Unique Support Tailor-made)’ to support those with care experience.
• The University of St Andrews was noted as offering multiple types of support for those with care experience, including the Care Experience Access Award to assist with living costs.
• The University of Strathclyde guarantees year-round housing in university halls and priority access to a Discretionary Fund and £195 toward graduation costs. They also provide a network, Strathclyde Cares, for social and professional support.

Employment

This section looks at responses to questions about the type of support young people leaving care should receive in relation to employment, self-employment, apprenticeships, training or other workplace education.

Q39. What would help young people with care experience find secure and fulfilling work, develop their skills or build their confidence?

Work experience

Just under two thirds of respondents answered Q39. A common theme was that work experience was an effective way to help young people find work and build their confidence. Respondents suggested the work be highly supported and some specifically suggested targeted organisational programmes or partnerships for young people to gain experience. Respondents thought that all levels of government should offer priority places, including short-term and permanent opportunities.

Some others emphasised the importance of starting work experience at a young age. They suggested this could help identify skills and interests early on and allow for a gradual entrance into work, rather than young people facing a stark transition when they leave care. Access to apprenticeships from a younger age was also mentioned by one respondent.

“In recognition of this, employers must consider their role in developing the skills and experience of care leavers to ensure that they fulfil their potential. Work‐based relationships can be a source of informal support for care leavers. Contributing and being valued in the workplace can promote self‐confidence and help overcome the care-experienced identity / stigma. This is particularly important for care leavers with a history of disrupted relationships.” – Public Health Scotland

Volunteering opportunities were highlighted by some as a beneficial way to get into job markets that may seem to be only accessible to people with previous experience, although a few of those responding noted the importance of stipends or pay for those positions.

“Care experienced young people need support to make the transition into the world of work. Opportunities for work experience programmes or internships which focus on skills for work prepare young people for the workplace.” - Shetland Islands Council

Career advice

Career guidance and advice were mentioned by several respondents as an important type of assistance provided to young people leaving care and entering employment. This included assistance with understanding different types of jobs and awareness of different career pathways. Others noted the importance of practical considerations such as what to wear, and how to get to interviews and places of work. A few mentioned that career advice should be part of post-school planning and that opportunities for young people to engage with career advisers should be included at school or as part of their care plan.

Mentoring and peer support was mentioned by some respondents as another way to provide career guidance to young people leaving care. The importance of this approach was fed back to Aberdeen City Council by people with lived experience through their Aberdeen Bright Spots survey.

“Mentoring schemes and focused preparation for work or for interviews, including access to clothes, can support young people to develop practical skills and confidence whilst schemes such as guaranteed interviews and trauma-informed HR policies can further embed this in the long term.” - Stirling Council

Social and emotional support

As with other questions, the importance of emotional support was highlighted by some respondents. Respondents noted the importance of helping young people build confidence and gain experience. Consistent guidance was also emphasised, ideally from key workers and trusted adults who can maintain relationships as young people start employment and education.

Raising awareness in employers

Some respondents highlighted the importance of employers understanding the experiences of people leaving care. This included providing employers with a trauma-informed understanding of care experience and highlighting the need for flexibility in certain aspects of employment. One individual suggested creating toolkits for employers to understand the needs of employees with care experience.

Q40. Can you share any examples of good practice, in the private and public sector, where young people leaving care have been supported into employment or training, or have been supported to build their confidence?

Public sector programmes

Just under half of respondents provided examples of best practice at Q40, providing examples of public sector programmes or support. Respondents highlighted different apprenticeships and work experiences offered by local authorities and public bodies such as the NHS, while others described employability support from local authorities that assist young people with interview skills, CV writing and increasing their confidence. A few others noted that social workers will work with Skills Development Scotland to assist young people as they transition into employment. Other specific examples included:

• Borders Family Firm through the Scottish Borders Council’s Employability Service
• Care Inspectorate’s Guaranteed Interview Scheme
• The Civil Service Care Leavers Internship Scheme
• East Lothian Works
• Scottish Police Authority’s modern apprenticeship for a person with care experience
• South Lanarkshire Council’s Aspire and Aspire Works
• Social Security Scotland recognises care experience as a protected characteristic
• Scottish Children's Reporter Administration offers modern apprenticeships for people with care experience
• North Lanarkshire Council offers a “Supported Enterprise Service" and there are similar services in Fife and Dundee areas
• Aberdeen Council’s ABZ works programmes
• The Scottish Government sponsored Developing the Young Workforce programmes run by third sector organisations around Scotland
• Wheatley apprenticeships and Wheatley environmental roots training programme

Third sector programmes

Some respondents highlighted examples from third sector organisations, including:

• Prince's Trust Team Programme for confidence and motivation building
• Aberdeen Foyer for confidence-building courses
• InspiRide offers bespoke vocational training programmes
• Shared Lives programmes which can provide accommodation, and emotional and social support to people with care experience
• The Young Person’s Consortium, a partnership that includes Barnardo’s, the Prince’s Trust and Action for Children
• Kibble uses the Skills Academy to help young people who prefer practical skills education to gain qualifications

Private sector programmes

Private sector programmes were mentioned by some respondents. These included:

• Levenmouth railway offers a 12-week skills course
• The John Lewis Partnership offers the Building Happier Futures employment programme and has committed to training their staff with eLearning modules about care experience

Colleges and universities

Two respondents noted the importance of collaborative work between education institutes and employers or employment agencies. For example, one individual said that Highland Council developed an award-winning college course (LEEP) specifically for care experienced students, which was taught by a lecturer who herself was care-experienced.

Other themes

Attendees at the Care Leaver Transitions (Customer Hub) engagement event provided examples of things that worked well, such as the benefits of work placement programmes and voluntary opportunities. One attendee spoke specifically about outdoor opportunities with organisations like Venture Scotland. One individual respondent mentioned the impact of her volunteering experience with her local authority.

“This is volunteering, in my experience, but despite having no experience, Falkirk let me, alongside two other young people, present a motion at a full council meeting. Then, I got invited back months later to hold the role of care experienced representative, which I still hold today. Because they took a chance and let three young people with no experience of full council meetings present something we were passionate about, [we were] able to make the region a better place for care experienced young people.” – Individual

Q41. How do you think employers can be better supported or encouraged to recruit, train, support and retain young people who are care experienced?

Training for staff and leadership teams

Just over half of respondents answered Q41. Several respondents felt that employers can be better encouraged to recruit, train, support and retain young people with care experience by receiving trauma-informed training. This included understanding the experiences of young people who have been in care and information about The Promise. Managers, in particular, were highlighted as an important group to receive training in trauma-informed practice. One individual suggested that Skills Development Scotland could create and lead a programme to help support private sector employees in trauma-informed training.

Others highlighted the importance of training employers and Human Resource managers about targeted recruitment and treating care experience as a protected characteristic.

“They need to understand we are all human and just because a young person is care experienced they should still have the same chance as everyone else.” – Individual

Recruitment incentives

Providing incentives to private organisations to support the hiring of individuals with care experience was highlighted by several respondents. Suggestions included funding from the Scottish Government or tax breaks. Actions employers could be incentivised to take include offering guaranteed interviews, more Modern Apprenticeships or funding to free up staff to dedicate extra support to those with care experience.

Narrative framing

Some suggested providing information for employers about the framing of care experience and corporate parenting. One individual noted that there should be an emphasis placed on civic responsibility. Others noted the stigma that can be associated with care experience. In their response, CELCIS noted that how care experience is talked about matters to the children, young people and families that face stigma and discrimination. They noted that “Scotland is leading the way with the Each and Every Child initiative in how care and care experience is framed and understood” and they recommend employers use this tool to be as informed as possible about care experience, ensuring a welcoming and supportive place to all staff

Corporate parent training

A small number of respondents suggested that protocols and training be provided to corporate parents and that those be consistent across Scotland’s 32 local authorities. Respondents noted the importance of sharing good practice across the system regarding reporting, opportunities and responsibilities. Barnardo’s Scotland highlighted consistent provision across local authorities which would allow for good quality and continued employer engagement, providing employers with reassurance that support is available to them. They highlighted Future Jobs Fund and Community Jobs Scotland as two programmes that supported the creation of opportunities for young people.

Other recommendations

Other recommendations included the following themes from most to least mentioned:

• Providing specialised job boards or forums to make employment opportunities more accessible for those leaving care.
• Attendees at the Staf and CYCJ Youth Justice Voices Steering Group suggested promoting jobs as carer and care worker to those with care experience as they will bring lived experience to the job.
• Support for people with care experience who have children and who may lack support networks that can assist with childcare when their children are ill or during holiday periods.

“For example, if possible, the default presumption of flexible hours, regardless of whether staff are care experienced or not, can reduce stigma in the workplace.” - CELCIS, the Centre for Excellence for Children's Care and Protection