N※N

Oasis Leisure Centre renovation wins planning officer backing

The article from the BBC, titled "The hidden world of the UK's 'ghost children'," delves into the concerning phenomenon of children who have become disconnected from the education system and social services in the United Kingdom. These children, often referred to as "ghost children," are those who have not returned to school following the disruptions caused by the Covid-19 pandemic and have seemingly vanished from the radar of authorities. The article provides a comprehensive look at the issue, exploring its causes, the impact on the children and their families, and the efforts being made to address the problem.

The article begins by highlighting the scale of the issue. According to data from the Department for Education, an estimated 93,000 children in England were classified as "persistently absent" from school in the 2021-2022 academic year, a significant increase from pre-pandemic levels. This figure includes children who are not attending school regularly and those who have dropped off the system entirely. The article notes that the true number of ghost children could be even higher, as some may not be registered with any educational institution or known to social services.

One of the primary causes of this phenomenon is the disruption caused by the Covid-19 pandemic. The closure of schools and the shift to remote learning left many children struggling to engage with education. For some, the lack of structure and support during this period led to a complete disengagement from school. The article cites the case of a 14-year-old boy named Jamie, who stopped attending school after the first lockdown and has not returned. His mother, Sarah, explains that Jamie struggled with the transition to online learning and became increasingly isolated and anxious. Despite efforts to re-engage him with education, Jamie remains out of school and is at risk of becoming a ghost child.

The article also explores the broader social and economic factors contributing to the rise of ghost children. Poverty, mental health issues, and family instability are all cited as significant factors. Children from disadvantaged backgrounds are particularly vulnerable, as they are more likely to face barriers to education and less likely to have the support needed to overcome them. The article highlights the case of a 16-year-old girl named Aisha, who dropped out of school after her family faced financial difficulties and housing instability. Aisha's story illustrates how systemic issues can push children out of the education system and into the shadows.

The impact of becoming a ghost child is profound and far-reaching. The article discusses the long-term consequences for these children, including reduced educational attainment, limited employment prospects, and increased vulnerability to exploitation and abuse. Children who are not in school are less likely to receive the support and interventions they need, leaving them at greater risk of falling through the cracks. The article cites research showing that children who are out of school for extended periods are more likely to experience mental health problems and engage in risky behaviors.

Efforts to address the issue of ghost children are also explored in the article. The Department for Education has launched initiatives aimed at improving attendance and re-engaging children who have dropped out of school. These include targeted support for vulnerable children, increased funding for mental health services, and partnerships with local authorities and community organizations. The article also highlights the work of charities and grassroots organizations that are working to identify and support ghost children. One such organization, the Missing Children's Society, has been instrumental in locating and assisting children who have disappeared from the education system.

The article also discusses the challenges faced by those working to address the issue. Identifying ghost children is a complex and resource-intensive process, requiring collaboration between schools, social services, and other agencies. The lack of a centralized system for tracking children who are not in school makes it difficult to get an accurate picture of the scale of the problem. Additionally, the article notes that the stigma associated with being out of school can make it difficult for families to seek help, further complicating efforts to re-engage these children.

The article concludes by emphasizing the urgency of the situation and the need for a coordinated and comprehensive response. It calls for increased investment in education and support services, as well as a greater focus on prevention and early intervention. The article also highlights the importance of listening to the voices of children and families affected by the issue, and working with them to find solutions that meet their needs.

In summary, the article provides a detailed and nuanced exploration of the issue of ghost children in the UK. It sheds light on the causes and consequences of this phenomenon, as well as the efforts being made to address it. The article underscores the need for a multi-faceted approach that addresses the underlying social and economic factors contributing to the problem, and emphasizes the importance of supporting children and families to prevent them from falling through the cracks.

Read the Full BBC Article at:
[ https://www.bbc.com/news/articles/cx24r7gw4j5o ]