Teenager in care reportedly unable to access education despite ongoing support and intervention efforts

A young woman who spent her teenage years in the care system has spoken out about how repeated relocations severely disrupted her education, leaving her feeling neglected by the authorities responsible for her wellbeing.

Iesha, a 21-year-old from West Sussex, revealed that she was only able to attend school for eight months between the ages of 13 and 18, due to being frequently moved between different care placements. Reflecting on her experience, she said her education was treated as “not really a priority,” with her academic progress consistently overshadowed by logistical and administrative concerns.

Her story sheds light on a wider issue affecting many young people in care. According to the charity Become, which supports care leavers across the UK, a significant proportion of children in the care system experience similar instability. The organisation reported that 30% of looked-after children are moved during their A-levels and 13% during their GCSEs — a period when consistent schooling is especially crucial for future prospects.

Iesha’s experience highlights how these disruptions can leave long-lasting impacts, often widening the educational gap between children in care and their peers. For many, each move means not just a new home, but a new school, new teachers, and another interruption in learning. The lack of continuity can also contribute to feelings of isolation and make it difficult to form lasting friendships or support networks.

In response to growing concerns, the Department for Education stated that it is pursuing major reforms aimed at transforming the children’s social care system. These proposals, they claim, represent “the biggest overhaul of children’s social care in a generation,” and are designed to improve outcomes for vulnerable children, including better educational support and placement stability.

West Sussex County Council also responded, stating it is committed to working closely with families and professionals to prioritise stability and consistent care for children in the system. A spokesperson said the council aims to ensure that educational needs are addressed alongside safeguarding and welfare responsibilities.

Despite these assurances, campaigners and former care children like Iesha continue to call for urgent action. They argue that while proposed reforms are welcome, real change will require not only policy shifts but also cultural change within the care system — one that truly values education as a fundamental right, not a secondary concern.

Iesha’s story is a stark reminder of the challenges faced by care-experienced young people and the importance of building a care system that puts education, stability, and opportunity at its core.