Adoption: The lucky ones or the Cinderellas of children in care?

Abstract

Adoption is typically considered a positive transition, yet the reality is usually complex. For adopted children, the effects of adverse and disruptive early life experiences do not end when adoption begins. This article explores the complexities and vulnerabilities of adopted children, the psychological nature of the transition for children and their families and highlights issues of loss, separation, identity and belonging. It describes the evolving role for educational psychologists (EPs) in one local authority (LA) in supporting the transitions of adoptive children and their families. It argues that applied psychologists can support the journey for children and parents prior to and post-adoption, with particular regard to educational considerations. An important aspect of the work described in this article focuses upon the development of the Education Plan for Adopted Children (EPAC), which addresses the relationship between schools and parents, and provides a mechanism to strengthen schools’ understanding of the history and needs of the adopted child. Evaluations demonstrate that where parents, Children’s Social Care (CSC), education and other services are engaged in solution-focused collaboration, there are positive impacts on stability across home and school. The implications for local authorities of the benefits of EP involvement prior to adoption and post-adoption are discussed.