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Making children’s rights real: Juliet Harris answers Changing our World’s questions

Our children and young people’s advisory group, Changing our World, sent their burning questions to Juliet Harris, Director of Together (Scottish Alliance for Children’s Rights), to learn more about her keynote address and how she will be preparing for Children in Scotland’s Annual Conference later this month. Here's what Juliet had to say:

What are you going to be talking about at the conference?

I’ll be talking about how we’re making sure Scotland’s new children’s rights law brings real change to the lives of babies, children and young people. I’ll be sharing stories that show it needs to be about more than just words - we need action! I’ll also talk about how adults can work with babies, children and young people to make sure their rights are respected every day, everywhere - so that Scotland becomes a place where every baby, child and young person grows up in an atmosphere of happiness, love and understanding.

Why are you passionate about this subject?

I’m passionate about children’s rights because involving babies, children and young people doesn’t just help them feel valued and included - it helps to make Scotland (and the world!) a better place, shaped by their brilliant ideas. And it’s really fun too!

Do you have any on the day rituals to prepare for presenting a speech?

Before a big presentation, I try to speak with children or young people to see if they have any ideas that could help make it better. I also think about how I’d explain it to someone in my family who doesn’t always understand why children’s rights matter - if I can find a story that helps them get it, I know it’s a good one to share. And on the day itself… I always hold a pen while I speak! I never use it to write but having it in my hand somehow helps me feel a bit less nervous.

Juliet Harris will be presenting a keynote address on making children's rights real at Children in Scotland's Annual Conference on 28-29 May. To join us, please visit our conference hub.  

About the author

Juliet Harris is Director at Together (Scottish Alliance for Children's Rights)

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Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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#CiSAC25 blog

Breaking the stigma: Advocating for young people in Fife

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#CiSAC25 blog

Protecting young people from the trauma of homelessness

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Changing our World

Learn more about our children and young people's advisory group

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Breaking the stigma: Advocating for young people in Fife

#CiSAC25 blog

Working to support young people impacted by substance use, the team at the CluedUp Project know only too well of the harm stigma can have on children and young people. To raise awareness of the importance of challenging stigma, CluedUp Project will present a workshop at Children in Scotland’s Annual Conference promoting inclusive practice across the sector.

Here, Stevan Sutherland, Team Leader at the Fife-based charity, discusses the different ways stigma impacts young people’s lives and explores the benefits of taking a whole family approach to tackle the problem.

We support young people who are affected by substance use. These young people and their families have previously experienced and continue to experience stigma. Substance use issues alone can be stigmatising with lots of pre-conceived notions and misconceptions fuelled by mainstream media. However, we support young people who often have much more complex needs and are at risk of or already do face multiple forms of stigma.

Challenging stigma

It is important for professionals working in the children's sector to challenge stigma because it can severely impact children, young people and their families. Young people and their families have shared personal stories about their experiences of stigma which have had a range of negative consequences. It has affected their attendance at school, relationships with professionals, health and wellbeing, substance use issues and engagement with services and ultimately has affected them achieving positive outcomes. These issues left them feeling misunderstood, isolated, embarrassed and afraid.

Crucially these findings have come from young people and families who were experiencing multiple forms of stigma across various aspects of their lives. Sometimes there was just a lack of awareness that certain attitudes or words were stigmatising, so having the confidence to challenge it can help educate others and raise awareness.

How the sector can support children and young people

It is important for professionals working in the children's sector to challenge stigma because it can severely impact children, young people and their families. Young people and their families have shared personal stories about their experiences of stigma which have had a range of negative consequences. It has affected their attendance at school, relationships with professionals, health and wellbeing, substance use issues and engagement with services and ultimately has affected them achieving positive outcomes. These issues left them feeling misunderstood, isolated, embarrassed and afraid. Crucially these findings have come from young people and families who were experiencing multiple forms of stigma across various aspects of their lives. Sometimes there was just a lack of awareness that certain attitudes or words were stigmatising, so having the confidence to challenge it can help educate others and raise awareness.

A whole family approach to tackling stigma

We provide a comprehensive, youth friendly substance use support and information service to young people aged 11 to 26 years in Fife, also targeting the wider issues of general wellbeing and lifestyle. Our service provides education, prevention, early intervention and diversion for young people affected by their own or someone else’s substance use.

The Stigma toolkit that we developed with families was from our Making it Work for Families (MIWFF) partnership. MIWFF is an innovative whole family partnership approach to supporting families. We are engaging with families in the Kirkcaldy and Levenmouth area, with a young person in P7, S1 or S2 in the household, offering a range of engagement activities to meet families’ needs. We deliver this with three other third sector providers in Fife - Fife Gingerbread, Citizen and Advice Rights Fife and Fife Intensive Rehabilitation Support Team. We are continuing to develop the partnership this year with a focus on the sustainability of delivering it within current funding challenges.

Clued-up will be presenting a workshop at Children in Scotland’s Annual Conference on stigma and promoting inclusive practice. Stevan will be part of a panel discussing the impact of stigma on children and young people. Stevan said:

“I am looking forward to meeting colleagues working with children and young people, hearing about experiences from the work that they do and hopefully stories from young people themselves. I find that real stories and experiences can be very powerful and inspiring as well as networking and making new contacts”

Visit the hub for Children in Scotland's Annual Conference here

About the author

Stevan Sutherland is Team Leader at CluedUp Project

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Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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We offer a range of services that provide support, advice and representation for children and families

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Breaking the habit: social media use among young people

Excerpt from Insight magazine

In the spring issue of our member magazine Insight, published in March 2025, experienced voices shared their perspectives on social media use among young people and keeping children safe online. Discussions in the news this week have raised further alarm bells regarding the addictive and harmful nature of young people spending too much time online.

Here, Jordan Daly, Co-Founder and Director of Time for Inclusive Education (TIE), shares his perspective on this important issue, exploring what urgent action is needed and highlighting a new tool to help school staff to counter disinformation and online hate.

Children and young people are increasingly exposed to hate, extremism, and disinformation on social media platforms. Data from Ofcom shows that a quarter of children aged five to seven and 80% of 16- and 17-year-olds have active TikTok accounts. In 2022, Statista reported that children aged four to 18 in Britain spend an average of 114 minutes daily on the app.

The Institute for Strategic Dialogue (ISD) conducted a study of TikTok, analysing 1,030 videos from 491 accounts. They found 312 videos promoting white supremacy, 90 promoting anti-LGBT content, 58 promoting misogyny, and 273 glorifying extremist ideologies. This was being amplified by algorithms designed to boost sensationalist or emotive content to increase engagement.

The effects of this are evident in Scottish schools, where teachers have expressed concerns about the role of online platforms in spreading hate. In 2024, we led focus groups with over 200 pupils between S3 and S6 across Scotland. They shared their experiences with the extreme hate they encountered online, particularly misogyny, homophobia, and racism.

Pupils were worried about the “normalisation” and “minimisation” of online hate, where harmful content is reduced to jokes or trolling. This not only desensitises young people to prejudice but also contributes to an increase in prejudice-based bullying in schools. The young people also struggled to discern what was true online and discussed encountering harmful conspiracy narratives.

This is an urgent issue. With social media platforms removing fact-checking services, schools and teachers need the right tools to help pupils navigate online spaces safely, free from information manipulation and division.

To address this, we’ve partnered with ISD to combine our expertise in anti-prejudice education and counter-extremism strategies. Together, we have launched the ‘Digital Discourse Initiative’ in Scotland. This includes a free online professional learning module to help teachers and school staff counter online hate, identify disinformation, and support the development of critical thinking and digital media literacy.

The course, developed with experts, covers social media, disinformation, and online hate. It provides evidence-based strategies for schools to address these issues and includes a case analysis on radical misogyny and the ‘Manosphere’ created by Zero Tolerance.

Online hate and disinformation are growing, increasingly targeted at marginalised communities with dehumanising narratives and dangerous rhetoric that can lead to violence, bullying, and discrimination offline.

As a user of social media platforms, I can see that they feel more divided, more extreme, and more toxic than they did just a few years ago. I can also see the real-world consequences of this. If you feel that way too, remember that children and young people are using the same platforms that we are.

Experts are warning that disinformation and polarisation threaten democracy. Education is an essential defence.

Teachers and school staff can access the Digital Discourse Initiative professional learning for free via digitaldiscourse.scot

For further information on Time for Inclusive Education’s work and to access school services, visit tie.scot

This is an excerpt from an article published in Issue 7 of Insight.

Members can access the full issue, find out more here. 

Not a member? Click here for more information about membership

Non-members are also invited to subscribe for just £10 per year. To find out more about a digital subscription, email Sophie: sward@childreninscotland.org.uk

About the Author

Jordan Daly is Co-Founder and Director of Time for Inclusive Education

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Digital Discourse Initiative

Learn more about the work of Time for Inclusive Education and The Institute for Strategic Dialogue

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Insight magazine, Issue 7

The latest issue of our biannual member magazine, Insight, is out now

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Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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Protecting young people from the trauma of homelessness

Member blog

For over 35 years, Scottish charity the Rock Trust has been advising, educating and supporting young people to build the personal skills and resources required to make a positive transition to adulthood. However, with recent figures showing over 10,000 children living in temporary accommodation in Scotland, the charity’s work has never felt more urgent.

Ahead of presenting a workshop at Children in Scotland’s Annual Conference next month, Policy and Public Affairs Officer at the Rock Trust, Lara Balkwill, explains how a pilot project is working to prevent young people from entering the cycle of homelessness and experiencing the trauma that comes with it.

Today in Scotland we are facing a very real homelessness crisis; with over 10,000 children living in temporary accommodation, and 16–24-year-olds making up 21% of the homeless population, despite making up just 13% of the Scottish population. We can all agree that Scotland’s children and young people deserve so much better.

And at Rock Trust we are more committed than ever to achieving our mission to end youth homelessness in Scotland. We are doing all we can to ensure that young people under 25 across the country can access youth-specific services and support when they need it. And if we can do this then we can help young people to avoid, resolve and move on from homelessness. We also know that investing in prevention as early as possible is critical if we are going to prevent young people entering the cycle of homelessness and experiencing the trauma that comes with it.

Introducing Upstream Scotland

In November 2023, we launched our three-year pilot of Upstream Scotland, our schools-based prevention programme, which we believe can help to stop young people in Scotland from becoming homeless by preventing it from ever happening in the first place.

Inspired by the successes of our international Upstream partners, we are running Upstream Scotland in seven schools across four local authorities: Edinburgh, Perth & Kinross, West Lothian and now Fife.

Whilst at Rock Trust we normally support young people from 16, we know that effective prevention work needs to start even earlier - and so our Upstream pilot is currently working with children in S3-S5, aged from 13 upwards.

What is the survey showing us already?

Over 2,000 young people have completed our survey this year, with results showing;

  • Over 7% are at risk of youth homelessness
  • Over 6% are at risk of family homelessness
  • Over 25% are reporting high levels of conflict at home

We also know that many of the young people who are at risk are flying under the radar - Upstream is successfully spotting the very real support needs of young people who aren’t in touch with other services. On top of this, over half of the young people who have been offered support have accepted it - young people are keen to engage with person centred 1:1 support, recognising the benefits it can bring them.

How are we supporting young people?

Our expert project workers are delivering a broad range of emotional and practical support, as well as referrals and signposting to relevant local services. And whilst it is still early days for the pilot, our Upstream project workers and education partners are already noticing signs of improved wellbeing and are supporting young people to reach their personal goals.

One project worker shared; “Watching the young people grow in confidence and resilience has been really rewarding. From completing prelims, applying to college or getting a part time job each young person has worked really hard towards their goals.”

We look forward to sharing more evidence and case studies of Upstream Scotland enabling young people to reach their goals and improve their outcomes as the pilot goes on.

What next?

Throughout our pilot, Upstream Scotland is being independently evaluated by the Institute for Social Policy, Housing, Equalities Research at Heriot-Watt University, and our first-year evaluation has recently been published - check out the executive summary here

We are adapting and learning throughout the pilot, to ensure Upstream Scotland is the best prevention tool it can be. Currently we are looking at whether a whole family approach to support should be explored, as we know that family conflict is a key driver of youth homelessness.

What does the future of Upstream Scotland look like?

We believe Upstream Scotland has the real potential to be an impactful prevention tool in every school across Scotland. We believe that each evaluation will strengthen the argument as to why every school should have access to prevention programmes like Upstream Scotland- so watch this space or get in touch!

Interested in learning more or rolling out Upstream in your school or area? 

About the Author

Lara Balkwill is Policy and Public Affairs Officer at the Rock Trust

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Upstream project

Find out more about Rock Trust's project preventing youth homelessness

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Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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The role of enrichment on improving school attendance

Rachael Powell is Public Affairs Assistant at the Centre for Young Lives

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A vision for a fully inclusive Scotland

Celine Sinclair is Chief Executive of The Yard

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Putting a spotlight on babies’ ‘voices’

David Mackay is Head of Policy, Projects and Participation at Children in Scotland

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From 'artivism' to action: projects empowering young people to protect their planet

#EarthDay2025 blog

In celebration of #EarthDay2025, the global campaign that encourages people around the world to work together to help safeguard the planet, we are taking the opportunity to highlight some projects that are empowering children and young people across Scotland to connect with their environment and make a positive difference.

Whether its developing global citizen skills, inspiring the next generation of climate change leaders or supporting young people to explore the outdoors, these projects are working with children and young people in empowering, inclusive and exciting ways.

Art for Action: The Open University in Scotland and Highland One World

The Open University in Scotland and Highland One World are partnering on the Art for Action project which is encouraging children from Scotland’s Highlands and Islands, Nigeria, and Kenya, to think about how society should be responding to climate change and how to express their views through the medium of art. The young participants’ artivism aims to provide a new perspective on issues such as climate change and sustainability.

We are delighted to be hearing more about this fantastic project at our Annual Conference on 28-29 May in Glasgow.

Click here to learn more about the workshop

Learning through Landscapes: Climate School 180

Helping educators to inform and inspire the next generation, Learning through Landscapes’ Climate School 180 project is supporting schools to provide quality climate change education in their settings.

Schools can apply to receive training and advice directly from the Learning through Landscapes team on how to develop a whole-school approach to climate change. The final round of the project is open for applications from schools until 9 May. Click here to learn more 

Innovative toolkit supporting Learning for Sustainability

Pupils across Scotland have access to an innovative new toolkit which equips them with the ability to improve the environmental impact of their school grounds.

Developed by NatureScot in collaboration with teachers and pupils, the Nature Discovery Map Scotland toolkit enables pupils to assess their school grounds, discover what nature exists and plan how to make improvements to encourage nature to flourish in the future.

Click here to find out more about the toolkit

Inclusive community play for all Scotland’s children

A project in East Lothian is highlighting the importance of making outdoor play inclusive for all families. Supported by choose play and Thrive Outdoors, children and teenagers with additional support needs have been developing ideas to influence the design of a new play space with the aim of ensuring all Scotland’s children are able to play, learn and thrive outdoors.

Learn more about the project during Children in Scotland’s Annual Conference

Junior Rangers: Cairngorms National Park

We were delighted to feature an inspiring project led by the Cairngorms National Park in our recent issue of Insight magazine. Since 2009, the Junior Rangers project has given almost 1,000 young people the chance to experience nature and advocate for their environment while developing new skills. The project recently won the Youth Action Award at RSPB Scotland’s Nature of Scotland Awards.

Click here to learn more about the project

Read more like this

Check out our blog for more commentary, membership news and more!

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Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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Insight magazine, Issue 7

The latest issue of our biannual member magazine, Insight, is out now

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Participation and engagement work

Find out more about how we embed the inclusion and participation of children and young people in our work

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New research explores the impact of children and young people's advisory groups

Last year we were delighted when master’s student, Katie Gilmartin, chose to carry out her placement-based dissertation with Children in Scotland. Studying an MSC in Social Research at The University of Edinburgh, Katie’s dissertation explored how children and young people’s advisory groups impact the work of national organisations.

After conducting interviews, focus groups and running surveys, Katie’s final paper shared the findings and knowledge gathered with the aim of supporting third sector organisations looking to establish meaningful participation.

Here, we speak to Katie about what inspired her research and how she hopes it will help organisations working with children and young people.

What inspired your research and why did you choose to conduct it with Children in Scotland?

My interest in research and youth participation comes from my own experience as a teenager involved in peer research, where I contributed to several projects researching other young people. This made me appreciate the importance of listening to children and young people and ensuring they have a say in decisions that affect them. I wanted to contribute to this by exploring how organisations can better support young people’s participation.

I chose to work with Children in Scotland because their values closely align with mine. Their focus on collaboration particularly stood out to me, but I also appreciate their commitment to being brave, kind, open, and fair. Their work emphasises meaningful engagement with children and young people, which was central to my research.

How do you hope your research will be used by those working with children and young people?

I hope my research will provide useful guidance for organisations looking to improve how they engage with children and young people within advisory groups. By identifying key areas for improvement, the findings can help organisations create more effective and meaningful participation opportunities.

The research highlights practical steps that organisations can take, including:

  • Strengthening communication between advisory groups and the organisation to ensure young people feel informed and involved.
  • Creating a more flexible and adaptable environment that allows young people to engage in ways that suit them.
  • Recognising that participation should be an ongoing process rather than a one-off event, ensuring young people have a consistent and valued role.

By applying these recommendations, organisations can improve the way they involve children and young people in decision-making, making their work more inclusive and responsive to their needs.

Can you tell us about your experience working with Children in Scotland?

My time with Children in Scotland was really positive. From the start, the team was welcoming, and the environment was supportive. This was my first experience working in an office setting, and it gave me a great insight into a positive professional workplace.

A highlight of my time with the organisation was attending Children in Scotland’s 2024 Annual Conference at Murrayfield Stadium. It was a great opportunity to meet professionals from different sectors and hear about the work being done to improve outcomes for children and young people. It was valuable to see how research, policy, and practice come together in this space.

Now that your dissertation is complete, what's next for you?

After finishing my dissertation, I moved from Edinburgh to Manchester for a job as a researcher at AQA, an awarding body for GCSEs and A-Levels in England, Wales, and Northern Ireland. My work involves engaging with schools, teachers, and students, applying my research skills in an educational context.

While my research with Children in Scotland focused on youth participation, my current role is giving me a broader perspective on how research informs education policy and assessment.

This experience is helping me develop new skills, and I’m excited to see how I can apply them in the future.

Read Katie’s full research paper 'Empowering young voices: the impact of children and young people’s advisory groups on national organisations'

About the Author

Katie Gilmartin spent six-weeks with Children in Scotland carrying out her placement-based dissertation on the impact of children and young people's advisory groups.

Empowering young voices

Read the full research paper 'Empowering young voices: the impact of children and young people’s advisory groups on national organisations' written by Katie Gilmartin and developed with Parisa Shirazi.

Read now

Participation and engagement work

Find out more about how we embed the inclusion and participation of children and young people in our work

Click here for more

Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

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Interview with Fiona Duncan, Independent Strategic Advisor on the promise

Since 2020 Fiona Duncan, Independent Strategic Advisor on the promise, has been focused on keeping the promise that was made to the thousands of care experienced children, young people and adults who shared their voices and views during the Independent Care Review. With 2025 marking the halfway point of the promise, Fiona discusses tackling barriers, making progress and how she is continuing to listen and act upon the experiences of the care experienced community.

The full interview is included in Issue 7 of Insight magazine.

Interview by Sophie Ward

Sophie Ward: From the outset of the Independent Care Review, the care experienced community was to sit at the very heart of all work to keep the promise. How do you continue to prioritise their views as you progress towards 2030?

Fiona Duncan: Children, young people, care experienced adults and families - in and on the edge of the care system - were at the heart of the entirety of the care review, all its processes and all its outputs. The conclusions were accepted in full in Parliament, across all parties, on the same day, at the same time - it really was a phenomenal moment.

The reports reflect what the care community said, what they need and what matters most to them – I use this to prioritise everything I do. There continues to be a strong thread between what was said during the care review and all actions being delivered today.

There were some significant external, unforeseen circumstances that happened not that long after the conclusion of the care review. We had the pandemic, the cost-of-living crisis – these things didn’t impact all members of society equally. I'm staying true to the conclusions of the care review, while also recognising that the world has changed since it was published.

A huge amount of change is happening so people's priorities are shifting with that. It’s important to keep pace, so I continue to listen, and the care experienced community remain at the heart of change.

SW: Plan 24-30, launched last June, discusses how we must ‘shift how change is made’, can you explain the new approach that you have had to take to make progress on keeping the promise?

FD: No child, family or care experienced adult lives in a silo. No child or family or care experienced adult only engages with one system. Perhaps a child gets a bus to school, there’s two systems already. They might be a member of a local club, they might like to go swimming, there are multiple systems around that child. A plan that depends on only one system could entirely miss the point of how people live their lives.

Some folk are uncomfortable with how unorthodox Plan 24-30 is - they prefer a printed document. A lot of people were uncomfortable with how radical the Independent Care Review was too. But previous reviews and plans haven’t worked, so there is a need to do something different. What we’ve designed is the best chance we’ve got.

SW: The first four years of keeping the promise have presented barriers to creating whole system change, how do you plan to tackle these going forward?

FD: To inform the development of Plan 24-30, The Promise Scotland wrote to over 100 organisations with statutory duties asking them how they were getting on and what was getting in the way. Over 160 documents were received with significant issues repeated – whether that was policy, data, scrutiny, risk, or money. Everything identified as a barrier was also presented as an opportunity to accelerate change.

For example, funding can feel like an old fashioned scramble that happened outside a church on a wedding day. Yet, if instead of dedicating resources to chasing, picking up then spending lots
of individual pennies, you will receive the same amount of money in a single sum so you can get on with doing – there would be efficiencies everywhere.

We also analysed how all these are linked. There’s a section in Plan 24
30 called ‘meeting in the middle’ that makes clear how they are both
systemic barriers and opportunities, identifying how they impact on change. Through collaboration we will seek solutions – Plan 24-30 is not a case of one person waving a magic wand, it will take all of us.

SW: What do you think is the single most important action or activity to create the required change that has been identified?

FD: My priority is - and always has been - very much children and young people, families and care experienced adults. What would make the biggest difference to their lives is listening. If you and I are listening to one another with respect, intent to understand and then we act as a result, then things will change. So by listening to children, families, care experienced adults and acting in their best interests, somebody will be working for them and not for the system, resulting in better lives. For that to happen, trusting relationships need to be developed, with love and respect.

It should be simple but it's not, in part because there's not enough resources to dedicate the time needed to develop meaningful relationships and to build that trust. So the workforce feel they're not always equipped to make decisions and that they carry a lot of the risk in making the wrong decision.

Listening is at the heart of the promise and it is a great point to start - but none of the work is quite as straightforward as that.

SW: You began working on the Independent Care Review in 2017, and the plan will run through until 2030. When working on this long-term plan, what helps you to stay focused on the vision first set out in the Independent Care Review? 

FD: This is the most important thing I have ever been asked to do in my life. It comes with the greatest level of responsibility, and I take that seriously.

I am absolutely determined. This is not just a job. When Scotland keeps the promise, there will be generations of children and families who never come anywhere near the care system because our approach to whole-family support is so good and so non-stigmatising that families get it when they need it and it helps them thrive.

And for children who do come into the care of the state - and there will always be children who will need to be looked after outside their family - they will get the most loving and nurturing childhood possible, they will stay with their brothers and sisters wherever safe to do so, and continue their relationships with their families if possible. They will grow up loved, safe and respected and go on to be happy, healthy adults, who can rely on the state to be a good parent to them for all their days.

That is worth focusing on. Through the Independent Care Review, Scotland's children, young people, families, and care experienced adults shared their stories to help make sure that Scotland could make the promise. And I made the promise too. So it's mine to keep in the same way as it's everyone else's to keep.

Fiona Duncan will co-chair day two of Children in Scotland’s Annual Conference on 28-29 May 2025, and had this to say about the event: 

Find more Annual Conference information here.

And to find out more about the promise, click here

 

 

About the Author

Fiona Duncan is the Independent Strategic Advisor on the promise

Click here for more

Insight magazine, Issue 7

The latest issue of our biannual member magazine, Insight, is out now

Click here for more

Annual Conference 2025

Making Space for Voices: Join our Annual Conference in Glasgow on 28 and 29 May 2025

Find out more

Latest news

Catch up on the latest news from across the children's sector

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The Month of the Military Child: what we can learn from military children

Ahead of Month of the Military Child, Children in Scotland’s Head of Services Billy Anderson discusses the resilience displayed by military children and the lessons we can learn from them.  

Being asked to write about the strengths of any child is always a privilege. It is a three line whip that cracks the pause button on constant analysis of barriers, challenges and injustices. In the Month of the Military Child 2025, Forces Children Scotland are asking all of us to do just that by celebrating the remarkable positivity, bravery, courage and adaptability that this particular group of children show every day. 

I believe that military children have developed extraordinary strengths as a result of their unique experiences and those strengths need to be recognised as a shining example of that thing we call ‘resilience’. 

Resilience is a term often thrown around as something that we need to develop as human beings. I don’t like it when these demands are made of children who are still very much making sense of the world and their place in it. In fact, those children that we demand to ‘build some resilience’ are usually the most resilient of all of us. Their lives have been imposed on them to a  degree where every day they live, think and operate in a state of resilience. This can be draining and exhausting, to a point where the constant demand on the resilience reservoir makes the walls crumble. We usually call this weakening of the walls ‘vulnerability’. The two terms are not as oppositional as you may think, they are actually symbiotic and often exist within the same space, within the same child. 

To put this in the context of military children, we need to think about ‘Mobility’ where a military family relocates from one place to another, resulting in moving  schools for the child or young person either within the UK or a different country. We need to also think about ‘Deployment’ where a family member is away from home for a long period of time carrying out military duties. Both of these features of miliary family life generate equal amounts of vulnerability and resilience. They are essentially times of frequent change that are layered across their young lives with interrupted learning and relationships, increased responsibilities and cultural differences to navigate and increased isolation leading to decreased feelings of belonging.  

For these particular children and their lives of constant change and transition, we need to recognise and celebrate the unique strengths that are developed. It would be far too easy to criticise the lifestyle and miss the positive attributes that it enables. Since the age of 18, I have moved home around 22 times. I am not part of a military family but I can reflect on the positive impacts on my own children and try to extend that to the military child’s mindset: 

  • Home is where the heart is – No matter where we live, we are together and my children value family over and above bricks and mortar. 
  • The world is a bigger place than just ‘home’ – My children have a wider world view on culture and global issues. 
  • Relationships are transient, friendships are forever – Recognising this early has helped my children get the most out of relationships with people in the moment. Friendships are different and people can and will keep in touch over distance and time. 
  • There’s a first time for everything – Having confidence to try new things and not worry about the ‘what ifs’. Being present in the moment and experiencing new things with reduced fear. 
  • Embracing change – seeing change as an adventure and not as a threat. My children pursue change as a familiar state of being and one that can present opportunities. 

Some personal reflections on the qualities I have seen demonstrated by my own children who have a definite strength of character rooted in change and transitions. For military children, I’m sure that many of these strengths are amplified tenfold. The positivity, bravery, courage and adaptability that are the building blocks of that thing we call resilience are embodied by military children and we need to be aware of this, understand it and empathise with it. Make it your goal this month to find out more about military children and specifically hear their voices, experiences and stories. This way, we can make sure that they are seen and supported in a way that keeps the balance between vulnerability and resilience in harmonious check. 

Military children have the same rights as all children. Within these rights they may at times have the right to additional support for learning in the short, medium or long term as their family circumstances may dictate a little bit of extra help to access their education. Our Children in Scotland Services can help! 

My Rights, My Say – A partnership that supports children aged 12 – 15 with additional support needs to have their voices, views and experiences heard in processes that impact on their education. 

Enquire – The national information and advice service for parents, carers & professionals on additional support for learning with a comprehensive website packed full of resources and a dedicated helpline. 

REACH – Enquire’s child-centred and targeted website full of information and resources on children’s rights and inclusion. Check out the REACH TikTok channel too for some fab content. 

Resolve – Scotland’s largest National independent mediation service for parents and carers that support the resolution of conflict between families and schools at the earliest stage possible. 

So, I think there is a lot that we can learn from these exceptional children who deserve to be celebrated not just this month, but in all of our considerations from this point on. How are we including their views and experiences in our transition processes for all children and young people? They appear to me to be experts in this field…now that would be a pretty cool way to use and share those strengths….just a thought! 

If you would like to learn more about the Month of the Military Child, head to Forces Children Scotland. 

About the Author

Billy Anderson is Head of Services at Children in Scotland

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The role of enrichment on improving school attendance

Rachael Powell, Public Affairs and Policy Assistant at the Centre for Young Lives, discusses new research which shows how enrichment activities benefit young people’s mental and physical health, school attendance and help to foster positive relationships. 

What motivates a child or young person to go to school? With too many children missing out on their education, and those who do attend often feeling disengaged, we need to consider how we can inspire students to look forward to school.

Recent research by the Centre for Young Lives, commissioned by The Duke of Edinburgh’s Award and National Citizen Service (NCS) Trust, reveals that enrichment activities can transform school into a place where children want to be and benefit from. Our case studies show a direct link between enrichment and improved attendance, particularly for children and young people who face poverty.

Unsurprisingly, many children and young people we spoke with described enrichment activities as the most exciting part of their week. One young person told us, “I feel different on club days cos I’m looking forward to it. If there’s no club, it’s an average day.”

Enrichment activities, including sports, arts clubs, volunteering, social action and adventures away from home offer students something fun and exciting to look forward to, away from sitting in a classroom. They have been shown to have a positive impact on mental and physical health, wellbeing, positive relationships, learning and development, confidence, and a sense of belonging. Not only are these impacts valuable in themselves, they are also proven to be associated with higher school attendance.

This is especially true for disadvantaged children and young people. Many families struggle to afford extracurricular trips and outings, which means these children miss out on valuable enrichment activities. With a strong association between poverty and school absence, many schools and enrichment providers highlighted to us how these activities can improve attendance for students living in poverty.

Enrichment activities offer a space to foster positive relationships between pupils and teachers, which is associated with a better school experience and improved behaviour. As a result of the enrichment activities, staff at Unity City Academy in Middlesbrough told us that there was a shift in culture and improved relationships between staff and pupils, who were able to see each other in a new light. One staff member said, “Enrichment lets staff see something else in students that they don’t see in the day,” and another said, “Put them in an [enrichment] environment or leadership programme, they’re different students.”

Not only did the enrichment programme anecdotally improve school attendance and reduce rates of exclusions, but the young people felt an improved attitude to school and teachers. One young person said, “When you do enrichment with teachers you build up that connection, that bond,” and another felt their needs were met better, “You’re not sat down like in school, you can talk and move around, which is good if you got ADHD.”

Unity City Academy was just one example of schools and enrichment providers we spoke to who found that enrichment can have positive impacts on students’ attendance, relationships with teachers, and overall wellbeing and development. Many schools are deliberately using enrichment to boost attendance, such as by setting the expectation that good attendance will be rewarded with enrichment activities, holding activities on days with typically lower attendance, or requiring 100% attendance to access a youth centre’s activities.

Along with many other tools that schools need to boost attendance and improve children and young people’s wellbeing, enrichment is key to making children excited about coming to school. Many young people take great joy and many skills from enrichment activities, as well as building relationships and better wellbeing that formal education may not otherwise offer.

We know that many children find school to be a difficult or stressful place to be or feel as though their needs are not met. Some become more disengaged with their learning as it becomes focused more on test results and tick-boxing. By giving children and young people opportunities to explore new opportunities that may not otherwise have been offered to them, school can become a beacon of learning, development, and positive relationships – in short, a place where every child wants to be.

Click here to read the report ‘Beyond the classroom: The role of enrichment in tackling the school absence crisis’

 

About the Author

Rachael Powell is Public Affairs Assistant at the Centre for Young Lives

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Beyond the classroom

Read the new report by the Centre for Young Lives, commissioned by NCS Trust and The Duke of Edinburgh's Award

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A vision for a fully inclusive Scotland

Member blog

In light of the recent Additional Support for Learning report published by Audit Scotland, Celine Sinclair, Chief Executive of The Yard, discusses the importance of providing inclusive education where children with disabilities and their families have an equal chance to flourish.

At just five years old, Rio was struggling in primary one and her mum, Cheryl, was regularly called to school to collect her. Every morning, she had a sore tummy and, when she got to school, she was lashing out, throwing chairs and hurting others. The school and Cheryl didn’t know what to do and put her on a part-time timetable.

Fortunately, Rio’s school was already working in partnership with The Yard and through support within the school and attending The Yard at weekends, Rio’s focus and behaviour have improved immensely. She’s now finishing primary two back at school full time and is learning.

Audit Scotland’s recent damning report into the state of education for Scotland’s children with additional support for learning needs didn’t come as a shock to us at The Yard. Day in, day out, we work with children who are really struggling in mainstream schools but are flourishing at The Yard.

The Yard’s vision is a fully inclusive Scotland where disabled children and their families have equal opportunity to thrive. The presumption to mainstream, which means that 97% of all pupils attend mainstream schools and parents have the choice to send their child to their local school, is key to that.

But inclusion isn’t just giving a child with a disability the right to attend a mainstream school, it’s also providing them with a full education that meets their needs, supporting their social skills and enabling them to develop alongside their peers. It’s about setting them up for a successful adulthood, teaching them the skills to thrive throughout their life.

That’s what we do so well at The Yard. At The Yard everybody and nobody is different. Rio didn’t need a diagnosis to benefit from The Yard, we’re there for any child at the point of need. The impact of coming to The Yard is immense, improving social skills, confidence, fine and gross motor skills, creative and critical thinking.

That’s why The Yard runs a school’s service. We work in partnership with both special needs and mainstream schools to offer weekly sessions outside of the classroom at The Yard in Edinburgh, Dundee, and soon Glasgow. Schools tell us that children are more confident, have better self-esteem, are less isolated, learn new skills, make new friends, are happier and are more independent. The teachers or learning support assistants who attend with the pupils also say they are less stressed.

Sadly, we know that for growing numbers of children, school has become too much. That’s one of the reason’s we’re playing a leading role in the Edinburgh Disability and Neurodiversity (EDAN) Hub, which launched last year in partnership with the NHS, council and a range of other charities. Families can bring a child who’s not attending school along to the EDAN Hub and get advice and information on how to support them, while the child gets to play with our play team and crucially gets to build friendships with other children who are not in school. It’s early days for this project, but the plan is it will enable children to re-engage in their education.

The Yard is growing to meet ever increasing need – membership of The Yard has grown over 60% since the start of 2022.  We are currently renovating the Yard Dundee and our new Yard Glasgow centre. Both will be reopening later this year with the ability to support schools and pupils in their local area.

But our centres can reach only a fraction of the 40% of pupils who are receiving Additional Support for Learning. That’s why we’re also developing a digital training programme, so we can reach out to schools, out-of-school care providers, and sports and leisure providers to help everyone deliver inclusive services to all children.

The old adage “it takes a village to raise a child” has never been more true. The Yard, and other third sector organisations are an essential part of the solution to the challenges facing inclusive education. We are willing and able to work alongside the Scottish Government, local authorities, schools and others to turn this issue around. Together, we know we can create a fully inclusive Scotland where disabled children, young people and their whole families enjoy equal opportunities to thrive.

'Dig Deep for The Yard': The Yard are looking for help to raise the final £300,000 to complete the renovation of its Mid Craigie home. Find out more ->

 

 

 

About the Author

Celine Sinclair is Chief Executive of The Yard

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