N🟁N

Children accessing 'vile porn' on social media, warns safeguarding chief

The article from the BBC, titled "The hidden world of the UK's 'ghost children'," delves into the concerning phenomenon of children who have become disconnected from the education system and social services during and after the Covid-19 lockdowns. The piece, written by Hannah Barnes, explores the plight of these so-called "ghost children," a term used to describe young individuals who are not attending school and are not known to social services. The article sheds light on the scale of the issue, the reasons behind it, and the potential long-term consequences for these children and society as a whole.

The article begins by highlighting the alarming statistics: in England alone, over 100,000 children were classified as "severely absent" from school in the 2021-2022 academic year, meaning they missed at least 50% of their lessons. This number represents a significant increase from pre-pandemic levels, with the rate of severe absence doubling since 2019. The article notes that while some of these children may be known to social services, many others are not, making them particularly vulnerable and difficult to track.

Barnes then delves into the reasons behind this rise in absenteeism. The Covid-19 pandemic and the subsequent lockdowns played a significant role, as many children became accustomed to learning from home and struggled to readjust to in-person schooling. Mental health issues, which were exacerbated by the isolation and uncertainty of the pandemic, also contributed to increased absenteeism. The article cites a study by the charity Young Minds, which found that one in six children aged 5-16 were likely to have a mental health problem in 2021, up from one in nine in 2017.

Another factor contributing to the rise of ghost children is the increasing number of families opting for elective home education. While some parents choose this path for legitimate reasons, such as religious beliefs or dissatisfaction with the school system, others may be using it as a way to hide their children from authorities. The article notes that the number of children in elective home education in England rose by 40% between 2019 and 2021, from 57,520 to 80,910.

The article also explores the potential consequences of this growing phenomenon. Children who are not attending school and are not known to social services are at a higher risk of abuse, neglect, and exploitation. They may also miss out on crucial education and social development, which can have long-term impacts on their future prospects. The article cites a study by the Centre for Social Justice, which found that children who are persistently absent from school are more likely to be involved in crime, have poorer health outcomes, and earn less as adults.

Barnes then delves into the stories of individual ghost children and their families. One example is a 14-year-old boy named Jack (not his real name), who stopped attending school after the first lockdown and has not returned. His mother, Sarah, explains that Jack struggled with anxiety and found it difficult to readjust to the school environment. Despite her efforts to engage with the school and seek support, Sarah feels that the system has failed her son, and she is now considering elective home education as a last resort.

Another story featured in the article is that of a 16-year-old girl named Emily (not her real name), who was taken out of school by her parents and kept at home for religious reasons. Emily's case came to light when a concerned neighbor reported her absence to social services. After an investigation, Emily was found to be living in a highly restrictive environment, with limited access to education and social interaction. The article notes that cases like Emily's are difficult to detect and address, as they often involve families who are deliberately hiding their children from authorities.

The article also explores the challenges faced by schools and social services in identifying and supporting ghost children. Schools are often under-resourced and struggle to keep track of students who are not attending regularly. Social services, meanwhile, are facing increasing demand and budget cuts, making it difficult to conduct thorough investigations and provide adequate support to vulnerable families.

Barnes then delves into the potential solutions to this growing problem. One approach is to improve data sharing between schools, social services, and other agencies, to better identify children who are at risk of becoming ghost children. The article cites the example of a pilot program in Manchester, where schools and social services have implemented a shared database to track student attendance and identify those who are missing from both education and social care.

Another solution is to provide more support to families and children who are struggling with attendance. This could include increased funding for mental health services, as well as more flexible and personalized approaches to education. The article notes that some schools have implemented "alternative provision" programs, which offer tailored support to students who are struggling to engage with mainstream education.

The article also calls for a change in the way that elective home education is regulated. Currently, parents in the UK are not required to register their children as being home-educated, making it difficult for authorities to track and support these children. The article argues that a mandatory registration system, coupled with regular checks and support for home-educating families, could help to prevent children from falling through the cracks.

In conclusion, the article paints a concerning picture of the growing number of ghost children in the UK. The Covid-19 pandemic has exacerbated an already existing problem, leaving many children disconnected from education and social services. The article argues that urgent action is needed to identify and support these vulnerable young people, to prevent them from facing long-term negative consequences. This will require a multi-faceted approach, involving improved data sharing, increased support for families and children, and better regulation of elective home education. Only by working together can schools, social services, and other agencies hope to address this hidden crisis and ensure that no child is left behind.

Read the Full BBC Article at:
[ https://www.bbc.com/news/articles/cly8v125yvlo ]