Using appreciative inquiry to support the development of a sense of belonging for children in care who are experiencing an atypical in-year transition to a new school

This action research explores how to develop a sense of belonging during an atypical transition to a new school with a group of young people in state care and a group of adults from a small multi-disciplinary team working with schools to raise educational attainment of children in care. Appreciative inquiry was employed to gather participants’ views and develop action. Focus groups were used to generate and analyse data. The study identified implications across the levels of casework and capacity building including the importance of young people having a key person with whom they can build a trusting relationship, supporting young people to make friends, young people visiting their new school with a trusted person and having a personalised induction to their new school. Reflection highlighted the potential to work with schools to develop the ‘key worker’ role as well as incorporating new understandings into everyday practice. Outcomes included prioritising children in transition, using statutory processes to identify key workers and supporting children to develop and maintain friendships. The utility of appreciative inquiry to support positive change in educator practice in addition to bringing together the voice of the child and the voice of the adult in education is explored.