This practice example focuses on how the City of Edinburgh Council is embedding a children’s rights-based approach in its support for care-experienced children and young people, through cross-sector collaboration, professional learning, and tailored interventions. It aligns with the commitments of The Promise and contributes to improved outcomes for care-experienced learners across education, wellbeing, and participation.
The City of Edinburgh Council has taken a whole-systems approach to realising the rights of care-experienced children and young people, aligning with The Promise and its calls to action. Over 6,000 staff have taken part in professional discussions on The Promise through annual child protection updates. Every school in the city is required to include measurable actions in their school improvement plans aimed at improving outcomes for care-experienced learners, and progress is monitored and quality assured.
Through a partnership with Who Cares? Scotland, the “Communities that Care” programme delivered tailored professional learning to staff in 16 schools to date, alongside pupil workshops that raised awareness and challenged stigma around care experience. In the most recent year, 529 pupils from P5 to S2 participated. The programme expanded to six additional schools last year (2024).
The We Matters team has delivered bespoke training on topics such as We Matter in the Classroom and Grief and Loss, equipping staff with skills to support care-experienced learners. To further build capacity, the Place2Think initiative in four high schools enables school staff to reflect with a therapist on how to best support young people.
Place2Think is a therapeutic space facilitated by a qualified therapist where school staff can explore the emotional and relational aspects of their work with young people. It enables staff to develop a deeper understanding of trauma, attachment, and the specific needs of care-experienced learners, helping them to respond with increased empathy, consistency, and care. This initiative not only supports staff wellbeing but also contributes to creating more nurturing and inclusive learning environments.
To address wellbeing, attainment, and participation, a wide range of targeted supports have been implemented. This includes:
- Forest schools: 166 children engage in weekly outdoor learning.
- Columba 1400 Leadership Academies: attended by 90 young people.
- One-to-one tutoring: in partnership with VTO, supporting 26 pupils.
- MCR Pathways mentoring: supporting 190 young people.
- ‘Key to Potential’ with Cyrenians: supporting 14 young people into sustained positive destinations.
- Outdoor programmes: with Bridge 8, MyAdventure and Cyrenians for young people disengaged from school.
Transitions are also a priority, with enhanced transition guidance provided to all schools, and targeted work delivered in partnership with Spartans in one learning community.
This collaborative and holistic approach shows a strong commitment to realising the rights of care-experienced young people, reducing stigma, and ensuring that services respond to their views and experiences.
How were children and young people involved?
Children and young people’s views and lived experiences directly inform the ongoing development of the work. Workshops delivered in schools raise awareness among peers and offer opportunities for care-experienced pupils to share experiences. Mentoring and outdoor programmes are tailored to individual needs and interests. Young people involved in Columba 1400 academies also help shape future programme delivery through leadership activities and feedback.
I feel like the presentation has opened my eyes and helped me reflect on my past experiences with care-experienced children and made me better understand how to meet the needs of present and future children who are care experienced.
Relevant UNCRC Articles
Article 2: Non-discrimination. Ensuring all Care Experienced Young People receive equal opportunities and support.
Article 3: Best interests of the child. Tailoring programmes like Place2Think to prioritise the well-being and needs of Care Experienced Young People.
Article 12: Respect for the views of the child. Engaging Care Experienced Youth in co-designing and evaluating services to reflect their perspectives.
Article 20: Protection of children without parental care. Providing support and stability through tailored initiatives for those who cannot live with their families.
Article 42: Right to know about their rights. Educating children about their rights through workshops and training, empowering them to advocate for themselves.
Children whose rights are at risk: Care Experienced Children and Young People
Protected Characteristics Considered: Care experience
Urban/Rural Local Authority: Urban
Key Population Groups Involved: Care Experienced Children and Young People, Educational Staff
Source: Standards & Quality Report and Education Improvement Plan-The City of Edinburgh Council
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Improving outcomes for people and communities affected by poverty, inequality, trauma and adversity: Joining the dots across key policy agendas (briefing)
There are a number of key policy agendas that are part of a broader ambition to improve outcomes for people and communities across Scotland affected by poverty, inequality, trauma and adversity. This briefing highlights the links across these and explores opportunities for re-framing these multiple policy ambitions as opportunities to work together around the common goal of improving outcomes for people and communities.
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Improving outcomes for people and communities affected by poverty, inequality, trauma and adversity: joining the dots across key policy agendas (infographic)
This infographic provides an overview of a small number of key national policy agendas, approaches and commitments, all designed to support a cross-policy, person-centred approach to improving outcomes for people and communities across Scotland affected by poverty, inequality, trauma and adversity.