N🟁N

Canadian businesses seek certainty in US tariff war

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. This issue, which has been exacerbated by the Covid-19 pandemic, has led to a significant number of children being referred to as "ghost children" due to their invisibility to the systems meant to support and protect them.

The article begins by highlighting the story of a 15-year-old girl named Sarah (a pseudonym), who has not attended school for over a year. Sarah's situation is not unique; the article reports that an estimated 100,000 children in the UK are currently not in school and are not receiving any form of education. This number has risen sharply since the onset of the pandemic, with many children falling through the cracks of an already strained system.

The reasons behind this alarming trend are multifaceted. The article points out that the closure of schools during lockdowns has disrupted the usual monitoring and safeguarding processes. Many children who were already vulnerable, such as those with special educational needs or those living in poverty, have been disproportionately affected. The lack of face-to-face interaction with teachers and other professionals has made it difficult to identify and address issues such as neglect, abuse, or mental health problems.

One of the key issues discussed in the article is the rise in home education. While some parents have chosen to homeschool their children for various reasons, including dissatisfaction with the school system or concerns about the safety of returning to school during the pandemic, there is a growing concern that some children are being withdrawn from school without adequate oversight. The article cites a report from the Office for Standards in Education, Children's Services and Skills (Ofsted) which found that the number of children being educated at home has increased by 38% since the start of the pandemic.

The article also explores the challenges faced by local authorities in tracking and supporting these children. With limited resources and a lack of clear guidelines, many local councils are struggling to keep tabs on children who are not in school. The article mentions the case of a local authority in the north of England, which has seen a significant increase in the number of children missing from education. The council's education welfare officer, who spoke to the BBC on condition of anonymity, described the situation as "a ticking time bomb," with many children at risk of falling further behind or becoming victims of abuse or exploitation.

Another critical aspect of the article is the impact of the digital divide. Many children who are not attending school do not have access to the necessary technology or internet connection to engage in remote learning. This has created a significant barrier to education for those from disadvantaged backgrounds, further widening the educational gap. The article cites research from the Children's Commissioner for England, which found that nearly a quarter of children from low-income families do not have access to a laptop or tablet at home.

The article also delves into the emotional and psychological toll on these children. Many of the "ghost children" are experiencing feelings of isolation, anxiety, and depression. The lack of social interaction and support from peers and teachers has had a profound impact on their mental health. The article includes a poignant quote from a child psychologist, who warns that the longer these children remain disconnected from the education system, the more difficult it will be to reintegrate them and address their needs.

In response to this crisis, the article discusses various initiatives and calls for action. The Children's Commissioner for England has launched a campaign to raise awareness about the issue and to urge the government to take decisive action. The commissioner has called for better data collection and sharing between agencies, as well as increased funding for local authorities to support children who are not in school.

The article also mentions the government's response to the issue. The Department for Education has acknowledged the problem and has taken steps to address it, including providing additional funding for schools to support vulnerable children and launching a national tutoring program to help those who have fallen behind. However, critics argue that these measures are insufficient and that more needs to be done to tackle the root causes of the problem.

The article concludes by emphasizing the urgency of the situation and the need for a coordinated, multi-agency approach to address the issue of "ghost children." It calls for greater collaboration between schools, local authorities, social services, and other organizations to identify and support these children. The article also stresses the importance of listening to the voices of the children themselves and involving them in the solutions.

Overall, the article paints a stark picture of the hidden world of the UK's "ghost children." It highlights the complex interplay of factors that have contributed to this crisis and the urgent need for action to ensure that no child is left behind. The article serves as a powerful call to action, urging policymakers, educators, and society as a whole to come together to address this pressing issue and to ensure that every child has the opportunity to thrive.

Read the Full BBC Article at:
[ https://www.bbc.com/news/articles/cj0mq6p60mqo ]