Young Carers: Educational Opportunities

Debate between Cameron Thomas and Chris Vince

Thursday 13th March 2025 Westminster Hall

[Cameron Thomas (Tewkesbury) (LD)]

The hon. Member makes a valid and important point about schools having a young carers lead, and I am proud to say that every school in Gloucestershire has one. My constituent Christian, who I met yesterday, has been caring for his grandmother from the age of six, but it was not until he was 11 that he was identified by his school as a young carer. Does the hon. Member therefore agree that, although it is an excellent endeavour to have more leads, more still needs to be done?

[Chris Vince]

As soon as the hon. Member mentioned Gloucestershire, I thought of the fantastic young carers from Gloucestershire I met yesterday. He is right that having a young carers lead is useful where a school has identified a student as a young carer, but we need to do more to identify young carers in the first place. I was previously a teacher, and teachers have a key role in identifying young carers.

There is also a lack of structured support in schools, particularly during the transitions from primary to secondary or from secondary to further education. One of our young carers told the APPG about his experience of applying to university, and how the university website did not provide any case studies that were relevant to him.

When we talk about transitions, we are not just talking about moving through stages of education; we are talking about how the caring role can change—often, sadly, for the worse. It is the responsibility of people in positions of authority to recognise that and to act. As a former teacher, I know only too well how easily young people can slip through the cracks. I am committed to changing that, which is why we need targeted training for educators to better identify young carers and to equip them with the tools to make their lives more manageable.

Other professionals can help, too. Action for Family Carers, for example, ran a project to reach out to GPs. It seems nonsensical that when a parent visits a doctor’s surgery with an acute medical condition, the question of their children’s caring responsibility is not even broached.

To support young carers, there should be a dedicated point of contact in education—a trusted person in authority who students can approach to discuss any caring responsibilities that might affect their studies. Whether it is about missing a deadline or arriving late to class, having one person to communicate with would ensure that the right people are informed and the student’s needs are met. This simple addition could make a world of difference, and there are some great examples of schools that do just that, but it is not universal. There should be mandatory training for teachers, so that they can all help with the task of identifying young carers.

Finally, transition periods, especially from primary to secondary school and on to college or university, are tough enough for everyone but even more so for young carers without support. As young carers highlighted to the all-party group, the leap to university feels unattainable due to the lack of provision. We know that a number of young carers do not go to university because they are concerned about leaving those they care for behind, and when they do go, they choose universities that are close to home, which potentially limits their options.

Education should provide hope and opportunity for all, regardless of background or circumstance. Resources must be in place for those facing disadvantage, ensuring that those challenges do not become insurmountable barriers. It is important that young carers have the opportunity to be children as well.