Ghosts within the educational machine: Are hidden young carers going with their needs unmet?

Supporting children’s emotional wellbeing and mental health is a top priority for the Department of Education (DfE). Young carers (YCs) are a particularly vulnerable group in the community who are at increased risk of poor emotional wellbeing and absenteeism (Becker & Sempik, 2019; Kaiser & Schulze, 2015; Robison et al., 2020). In the UK, there is a statutory duty to identify these children, assess their needs and appropriately support them (DfE, 2014; Pickup, 2021). Several factors make it increasingly difficult to recognise YCs; these children are hidden, akin to ‘ghosts’ in the education system, with needs that become magnified by their invisibility. Research in the field highlights that intervention could be similarly effective for YCs and for children experiencing Emotionally Based School Non-Attendance (EBSNA), with successful intervention focusing on providing emotional support, tailored support plans, building trusting adult relationships and a sense of belonging at school (Chian, 2022; Seddon, 2024; Woolfson et al., 2006). Several implications are explored, and various recommendations are made for educational psychologists’ involvement, such as working on both a systemic and individual level to advocate for the YC. Gaining the voice of YCs is crucial to knowing how best to support them, and subsequently evoking change within educational policy.