Supporting previously looked after children (PLAC)

It is important to remember that all children who have been adopted have positive futures in front of them.

However, past experiences can have a lasting impact, especially at school. Trauma can even be experienced during foetal development, before the child is born.

Young people adopted from birth may face challenges with attachment or have unresolved trauma. These can impact upon their thoughts and behaviours in ways that the young person may not understand.

Educators play a crucial role in supporting the academic, emotional and social needs of Previously Looked After Children (PLAC).

They must be able to empathise and support the young person through reasonable adjustments and the provision of a designated adult when required.

Department for Education guidance

In February 2018 the Department for Education (DfE) published statutory guidance for maintained schools and academies.

The guidance directs educators to give a certain amount of support to PLAC because they are more likely to have some sort of disrupted learning.

This can be for various reasons, including absences and special educational needs (SEN).

These gaps in their learning may have an impact on their emotional experiences and may lead to significant barriers in their educational attainment.

Trauma Informed Attachment Aware School Settings (TIASS) training

Birmingham Virtual School offers Trauma Informed Attachment Aware School Settings (TIAAS) training.

Page last updated: 15 May 2024