{"id":168,"date":"2026-07-01T14:17:07","date_gmt":"2026-07-01T13:17:07","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/?page_id=168"},"modified":"2026-07-01T14:17:07","modified_gmt":"2026-07-01T13:17:07","slug":"sds-destinations","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/careexperience\/sds-destinations\/","title":{"rendered":"SDS & Destinations"},"content":{"rendered":"

Care experienced children and young people often face additional barriers that can impact their educational engagement, attainment, health and wellbeing, and transitions into adulthood. While every child’s experience is unique, national research consistently highlights that care experienced young people are more likely to experience disrupted education, placement instability, poorer attendance, exclusion, mental health challenges, and lower rates of progression into employment, training and higher education.<\/span><\/p>\n

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As corporate parents, schools have a key role in ensuring that care experienced children and young people are not defined by their experiences of care but are supported to thrive, achieve and move into positive and sustained destinations that reflect their strengths, interests and aspirations. The principles of The Promise<\/a>, GIRFEC<\/a>, the UNCRC<\/a>, and the Improving the Educational Outcomes of Care Experienced Children and Young People Framework<\/a> emphasise the importance of relationships, high aspirations, early intervention, and coordinated support to improve outcomes and transitions.<\/p>\n

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Positive destinations are not simply about where a young person goes after school. They are about ensuring that every care experienced child or young person leaves school feeling valued, supported, equipped for the future and confident that there are adults who will continue to stand beside them. By working together as corporate parents, schools, SDS and wider partners can help ensure that care experienced young people achieve outcomes that are ambitious, meaningful and sustained<\/p>\n

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Locally, the Corporate Parenting Access to Education Workstream<\/a> recognises the importance of enhanced tracking, monitoring and partnership working to support care experienced young people into positive destinations tailored to their individual needs. It highlights the need for sustained support, alternative pathways, and strengthened collaboration with partners including Skills Development Scotland (SDS)<\/a>.<\/p>\n<\/div>\n

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Understanding Common Challenges and Supports<\/h2>\n

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What Works: Evidence-Informed Approaches<\/span><\/h2>\n

Research and national guidance highlight several approaches that improve outcomes for care experienced learners:<\/span><\/p>\n

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Relational Practice<\/em><\/h3>\n

Positive, trusting relationships with key adults consistently emerge as one of the strongest protective factors for care experienced children and young people. Schools should ensure that every young person has a trusted adult who knows them well and can advocate on their behalf.<\/p>\n

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High Aspirations<\/em><\/h3>\n

Care experienced young people should be supported to pursue ambitious pathways based on their interests, talents and aspirations. Schools should actively challenge assumptions and ensure access to the full range of education, training and employment opportunities.<\/p>\n

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Early and Enhanced Transition Planning<\/em><\/h3>\n

Planning for post-school destinations should begin early and involve the young person, carers, social work, SDS and other relevant partners. Transitions should be viewed as a process rather than a single event.<\/p>\n

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Tracking and Monitoring<\/em><\/h3>\n

Regular review of attendance, attainment, wellbeing and intended destinations enables schools to identify concerns quickly and put support in place before difficulties escalate. Local corporate parenting planning specifically highlights enhanced monitoring arrangements for care experienced school leavers.<\/p>\n

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Flexible and Individualised Pathways<\/em><\/h3>\n

Positive destinations extend beyond traditional academic routes and may include:<\/p>\n