ABSTRACT
This chapter explores: what is meant by the term 'looked after child' and reasons why children may be looked after, barriers to learning typically faced by looked after children and the importance of practitioner awareness of such barriers. It also explores the ways in which practitioners working with looked after children may reduce barriers to learning to further inclusion and improve educational outcomes, and the importance of empathy, relationships and understanding to enable all children to thrive. The chapter discusses the incidence of looked after children and locate this in the context of education and inclusive practice. It seeks to provide ways in which practitioners can reduce and remove some of these barriers and offer examples of inclusive practice which would benefit all children, including those who are looked after. The chapter discusses looked after children who are in foster care or residential care homes, due to the separate consideration which should be given to those in secure care homes.
