Supporting every learner: creating belonging for children in out-of-home care
3 min read
For a child living in out-of-home care (OOHC), school can be much more than a place to learn.
It can be a place of stability when other parts of life feel uncertain. It can be where a trusted teacher notices when something isn’t right, where friendships provide a sense of belonging, and where a young person begins to see new possibilities for their future.
But for children and young people in care, engaging in education can come with significant challenges. Experiences of trauma, disrupted schooling and changes in living arrangements can affect learning, wellbeing and a young person’s sense of connection to school.
That’s why supporting students in OOHC is something we all have a role in.
Working together to support every child
Victoria’s Out-of-Home Care Partnering Agreement recognises that no single organisation can address these challenges alone.
The Agreement brings together schools, government, carers, the child and family services sector and other education and community organisations around a shared goal: improving educational stability, wellbeing and long-term outcomes for children and young people in care.
At its heart is a simple but important idea – when the adults and organisations around a child communicate and work together, that child is better placed to succeed.
One of the ways the Agreement supports this collaboration is through the role of the Designated Teacher.
Designated Teachers provide a central point of contact within schools for students in OOHC. They work with carers, case managers and other professionals to coordinate support, share information and advocate for the student’s educational needs.
This can be particularly important when circumstances change. A new placement, a move between schools or disruption at home can make it difficult for a young person to maintain their connection with education. Having someone at school who knows their circumstances and can help coordinate support can make a real difference.
A natural fit for independent schools
For Victoria’s independent schools, the principles of the Partnering Agreement align strongly with the sector’s commitment to educating the whole child.
Education is about more than academic achievement. It is also about wellbeing, relationships, inclusion and creating a place where every student feels known, valued and supported.
Many independent schools already provide a range of supports for students living in foster, kinship, permanent and residential care. Pastoral care programs, learning support, wellbeing teams and trauma-informed approaches all contribute to creating safe and inclusive school environments.
The Partnering Agreement builds on this work by encouraging stronger communication and shared planning between schools, carers and the professionals supporting each child.
As a signatory to the Agreement, Independent Schools Victoria is proud to work alongside government, Catholic education, community organisations and carers to improve educational outcomes for children and young people in OOHC.
It takes a whole school
Supporting a student in OOHC isn’t the responsibility of one person.
The Designated Teacher may provide leadership and coordination, but school leaders, teachers, wellbeing teams, education support staff and administrators all have a part to play.
Sometimes, it is the small things that matter: a consistent routine, a welcoming classroom, a teacher who takes the time to listen, or an adult who believes in a young person’s potential.
By strengthening partnerships and embracing the principles of the OOHC Partnering Agreement, independent schools can help create learning environments where every student has the opportunity to belong, participate and succeed.
Every child’s story is different. Their experiences may shape their journey, but they should not define their future.