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Young Carers and Schools

Young Carers and Education

Guidelines for carer-friendly schools
Teacher Resources

For young carers to achieve positive outcomes in education, it is imperative that Principals, school staff and others working in education recognize young carers and support them in their learning.

Identifying young carers

Due to stigma attached to disability, unwillingness for their families to be scrutinised, concerns about child protection and a lack of trust built with friends, teachers and social supports many young carers feel reluctant to provide information about their home lives (Keith & Morris 1995:43). This obviously places barriers between young carers and their identification.
 
In addition, due to a lack of awareness of 'young caring' within the community, many young people and their families do not identify with the term young carer, or are aware of the supports available or how to access them.

The following list are indicators that might suggest that a young person is taking on a caring role. Though they might indicate a whole group of young people who do not have caring responsibilities, a combination might suggest that they do.

 

Indicators suggesting that a student may have care responsibilities:
  • parent / family member has an illness or disabilty or drug or alcohol dependence
     
  • has a 'false maturity' - seems older then they really are
     
  • frequently is late or absent from school
     
  • does not complete school work on time
     
  • over or under achieves in class work
     
  • is tired, fatigued or unable to concentrate
     
  • has a sore back or neck
     
  • low self esteem
     
  • suffers from depression and / or anxiety
     
  • has a great understanding of illness or disability
     
  • seems overly sensitive to issues of illness or disability
     
  • is teased / bullied (possibly about his / her family)
     
  • has limited social networks
     
  • does not participate in extracurricular activities (both afterschool or for extended periods)
     
  • is constantly calling home
     
  • parents do not attend parent-teacher interviews
     
  • always looking after / caring for friends and others
     
  • has some of the symptoms of a neglected child (ie no food, looks dishevelled, tardiness, seems detached)

 

 

 

 
 

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