<p>We report a
three-stage process of developing a model of teacher education to encompass
provision for Looked After Children in schools in the UK. First, a survey of 78
trainee teachers explored their perceptions and early practice concerning educating
Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have
been ‘looked after’ for 12 months or more, and their education is of particular
concern both within political and educational circles. Second, teacher education
programmes were then reviewed to highlight omissions in relation to LAC, and to
initiate an early model for improved training practice, not only for teachers
in training but also for the continued professional development of those active
in service. Third came the development of a model through consultation with
major stakeholders in the field of education for Looked After Children. These
were state and charitable organisations, and incorporated responses from
Virtual School Headteachers (VSHs) who have oversight of the education for LAC,
who are placed on a
‘virtual school’ roll even though physically spread across the schools within a local authority and
beyond. The outcomes of the study are limited by the small scale of the
research, but provide a validated template for the initial and continued
education of teachers for LAC.</p>
The Manifestations and Correlates of Dissociation amongst Looked-After Children in Middle Childhood
