Introduction
I have recently been engaged in a beautiful piece of work with The Book Trust who have partnered with Kinship and The National Association of Virtual Schools (NAVSH). This has involved carefully choosing specific books and then meeting lots of kinshp carers around the country, talking through the books and then gifting them! I know! How lovely is that? Funded by the DfE, two of these events are online, one on the 26th March and the other on the 27th March (so do spread the word).

This seems like a good opportunity to explain more about kinship carers and the role of Virtual Schools in supporting them, not least because what has been striking is how abandoned this group of carers are and feel. Motivated to prevent their kin from entering state care, they are left with little support, little recognition and are often pushed into financial hardship - the cost of state care is far higher than kinship care so this is a sore spot. Many of them described feeling robbed of being grandparents or another family role (I met a few Aunties and Uncles) and they had often entered into their role as kinship carer at incredibly short notice.

Children in kinship care, where a relative or close family friend has taken on caregiving responsibilities, often demonstrate remarkable resilience despite facing unique challenges in education (Rose et al., 2022). Many have experienced trauma, instability, and multiple school placements, yet with the right support, they can thrive academically and emotionally. Virtual Schools have an opportunity to play an essential role in ensuring these young people receive the guidance and resources needed to succeed. A strong partnership between Virtual Schools and kinship carers can create a stable foundation for their educational journey, fostering both personal and academic growth (Sharer, 2022).

The Role of Kinship Carers
I spent the first 10 years of my life, the 1970's, living with my Gran and my Mother, but it was my Gran who took on the role of mothering. It was a complex dynamic that resides within the family intergenerationally rather than external to it as state care often does. While I ultimately ended up in the care of the state, those first 10 years gifted me in ways that have carried me through adulthood. Kinship carers provide stability, emotional support and advocacy for children in their care. They hold the family history. They know where the roots of the tree are and are well placed for nurturing the leaves.

Education

The involvement of kinship carers is crucial in helping young people to navigate the education system and build confidence in their abilities. While challenges such as understanding educational policies, managing the impact of trauma on learning and accessing additional support services exist, Virtual Schools are well-placed to offer guidance and training. When kinship carers are supported with knowledge, resources and opportunities for collaboration, children in kinship care benefit from a more structured and encouraging learning environment. Research has shown that engaged and informed carers contribute significantly to improved academic and social outcomes (Clements & Birch, 2024).

Building a Strong Partnership
Collaboration between Virtual Schools and kinship carers is most effective when there is open communication, mutual respect and a shared vision for success. It was lovely to see someone from the local Virtual School at one of the events that I hosted. This presence can build a strong partnership. Providing training and guidance ensures that kinship carers feel more empowered to support their children’s education. As with many parents, they also have their own relationship with school so feeling empowered is important. One carer talked to me about her constant 'fight' with the school on behalf of her child. Virtual schools have spent over a decade building relationships with schools where these conversations and 'fights' have been negotiated. Workshops on trauma-informed approaches, educational advocacy and navigating school policies have been beneficial in fostering confidence and competence among kinship carers (Rowlson & Shabbar, 2024). There are plenty of these to choose from from the Kinship website.

Regular communication between Virtual Schools, kinship carers and educational professionals strengthens this partnership. Scheduled meetings and clear information-sharing protocols can help carers stay informed about their child’s progress and available resources. Additionally, carers who feel well-supported are more likely to advocate effectively for the child’s needs, ensuring access to resources including additional funding.

Strategies for Effective Support
To enhance educational outcomes for children in kinship care, several strategies can be implemented within the Virtual Schools framework although currently the role is a 'case holding' rather than 'case working' role as with children with a social worker. However, I am hopeful that this will be properly funded in the future. For now, strategies could look like:

• Developing Tailored Learning Plans - a personalised approach to education is essential for children in kinship care. Virtual Schools can work closely with kinship carers and school staff to develop tailored learning plans that address academic strengths and areas requiring additional support. Regular reviews and adjustments ensure that these plans remain relevant to the child’s progress and personal circumstances.
• Promoting Mentorship and Peer Support - mentorship programs can offer guidance, motivation, and encouragement from role models who have experienced similar challenges to children in kinship care. Peer support groups for both children and carers provide a platform for sharing experiences, coping strategies and best practices. These initiatives can significantly improve confidence, resilience and a sense of belonging. My new book on Belonging is out in May.
• Increasing Access to Educational Resources - ensuring children in kinship care have access to high-quality educational resources is fundamental to their academic success. Virtual Schools can facilitate access to tutoring, online learning platforms and extracurricular activities that foster engagement and intellectual curiosity. Providing technology, such as laptops and internet access, further supports their ability to participate fully in education and of course, the workshops organised by The Book Trust.
• Strengthening Trauma-Informed Practices - Children in kinship care may have experienced adverse childhood experiences that impact their ability to learn and interact in educational settings. Implementing trauma-informed practices in schools, such as trained staff, a supportive environment and emotional regulation strategies, can create a safer and more conducive learning atmosphere. Virtual Schools form part of the community who provide training to educators on how to recognise and respond to trauma-related behaviours effectively. However, we do know that this is a journey.
• Enhancing Emotional and Well-being Support - incorporating school-based mental health interventions, counselling services and social-emotional learning programs into the education framework helps children in kinship care develop emotional resilience. Virtual Schools can collaborate with psychologists, therapists and community organisations to ensure these services are accessible and tailored to individual needs.

Conclusion
A strong partnership between Virtual Schools and kinship carers has an opportunity to provide a robust support system for children in kinship care aiding children and young people to thrive in their educational journey by working collaboratively, offering targeted educational and emotional support, prioritising stability. Research consistently highlights the positive impact of informed, engaged carers and well-structured educational support on children's academic achievements in kinship care. By implementing learning plans, mentorship programs, accessible resources, trauma-informed practices and enhanced wellbeing support, children in kinship care can overcome barriers and develop the skills and confidence needed for lifelong success.

References
Clements, J., & Birch, S. (2024). Exploring risk and resilience in school environments for students in kinship care. Educational Psychology in Practice, 1-27.
Rose, L., Taylor, E. P., Di Folco, S., Dupin, M., Mithen, H., & Wen, Z. (2022). Family dynamics in kinship care. Child & Family Social Work, 27(4), 635-645.
Rowlson, E., & Shabbar, F. (2024). Exploring Stability Within Kinship Care From the Perspective of Kinship Carer Advocates. Child & Family Social Work.
Sharer, C. (2022). Foster and Kinship Parent Involvement in Education: Pathways of Support for Participation in the Home-School Partnership. North Carolina State University.