case study of orphan child

The lasting impact of neglect

Psychologists are studying how early deprivation harms children — and how best to help those who have suffered from neglect.

By Kirsten Weir

June 2014, Vol 45, No. 6

Print version: page 36

10 min read

Psychologists are studying how early deprivation harms children — and how best to help those who have suffered from neglect. (© Bernard Bisson/Sygma/Corbis)

The babies laid in cribs all day, except when being fed, diapered or bathed on a set schedule. They weren't rocked or sung to. Many stared at their own hands, trying to derive whatever stimulation they could from the world around them. "Basically these kids were left on their own," Fox says.

Fox, along with colleagues Charles Nelson, PhD, at Harvard Medical School and Children's Hospital Boston, and Charles Zeanah, MD, at Tulane University, have followed those children for 14 years. They describe their Bucharest Early Intervention Project in a new book, "Romania's Abandoned Children: Deprivation, Brain Development, and the Struggle for Recovery" (2014).

Neglect isn't just a Romanian problem, of course. UNICEF estimates that as many as 8 million children are growing up in institutional settings around the world. In the United States, neglect is a less obvious — though very real — concern. According to a report by the U.S. Department of Health and Human Services, 676,569 U.S. children were reported to have experienced maltreatment in 2011. Of those, more than 78 percent suffered from neglect.

The list of problems that stem from neglect reads like the index of the DSM: poor impulse control, social withdrawal, problems with coping and regulating emotions, low self-esteem, pathological behaviors such as tics, tantrums, stealing and self-punishment, poor intellectual functioning and low academic achievement. Those are just some of the problems that David A. Wolfe, PhD, a psychologist at the University of Toronto, and his former student Kathryn L. Hildyard, PhD, detailed in a 2002 review ( Child Abuse & Neglect , 2002).

"Across the board, these are kids who have severe problems throughout their lifetime," says Wolfe, recent past editor-in-chief of Child Abuse & Neglect .

Now, researchers are beginning to understand some of the ways that early deprivation alters a person's brain and behavior — and whether that damage can be undone.

The Bucharest project

In 1989 Romanian dictator Nicolae Ceauşescu was overthrown, and the world discovered that 170,000 children were being raised in Romania's impoverished institutions. As the children's plight became public, Fox, Nelson and Zeanah realized they had a unique opportunity to study the effects of early institutionalization.

The trio launched their project in 2000 and began by assessing 136 children who had been living in Bucharest's institutions from birth. Then they randomly assigned half of the children to move into Romanian foster families, whom the researchers recruited and assisted financially. The other half remained in care as usual. The children ranged in age from 6 months to nearly 3 years, with an average age of 22 months.

Over the subsequent months and years, the researchers returned to assess the development of the children in both settings. They also evaluated a control group of local children who had never lived in an institution.

They found many profound problems among the children who had been born into neglect. Institutionalized children had delays in cognitive function, motor development and language. They showed deficits in socio-emotional behaviors and experienced more psychiatric disorders. They also showed changes in the patterns of electrical activity in their brains, as measured by EEG.

For kids who were moved into foster care, the picture was brighter. These children showed improvements in language, IQ and social-emotional functioning. They were able to form secure attachment relationships with their caregivers and made dramatic gains in their ability to express emotions.

While foster care produced notable improvements, though, children in foster homes still lagged behind the control group of children who had never been institutionalized. And some foster children fared much better than others. Those removed from the institutions before age 2 made the biggest gains. "There's a bit of plasticity in the system," Fox says. But to reverse the effects of neglect, he adds, "the earlier, the better."

In fact, when kids were moved into foster care before their second birthdays, by age 8 their brains' electrical activity looked no different from that of community controls. The researchers also used structural MRI to further understand the brain differences among the children. They found that institutionalized children had smaller brains, with a lower volume of both gray matter (which is made primarily of the cell bodies of neurons) and white matter (which is mainly the nerve fibers that transmit signals between neurons).

"A history of institutionalization significantly affected brain growth," Fox says.

The institutionalized children who were moved into foster homes recovered some of that missing white matter volume over time. Their gray matter volume, however, stayed low, whether or not they had been moved into stable homes ( PNAS , 2012). Those brain changes, the researchers found, were associated with an increased risk of ADHD symptoms.

Many of the children remain with their foster families. (The researchers no longer support those families financially, but the Romanian government continues to provide stipends for the children's care.) Soon, Fox says, he and his colleagues will begin the 16-year assessment. They expect that to be particularly telling, since the effects of adversity in early childhood can re-emerge during adolescence.

Regardless of future findings, Fox has seen enough evidence to draw hard conclusions. "Children need to be in socially responsive situations. I personally think that there aren't good institutions for young children," he says. With millions of children growing up in similar conditions, he adds, "this is a worldwide public health issue."

Coming to America

In the United States, Megan Gunnar, PhD, director of the Institute of Child Development at the University of Minnesota, has helped fill in other pieces of the puzzle. In 1999, she and her colleagues launched the International Adoption Project, an extensive examination of children adopted from overseas. She now has nearly 6,000 names on her registry and her research is ongoing.

Gunnar has found certain brain changes are common among children who came to the United States from orphanages, including a reduction in brain volume and changes in the development of the prefrontal cortex.

"Neglect does a number on the brain. And we see behaviors that follow from that," she says.

She's found post-institutionalized kids tend to have difficulty with executive functions such as cognitive flexibility, inhibitory control and working memory. They are often delayed in the development of theory of mind, the ability to understand the mental states of others. Many struggle to regulate their emotions. Often, they suffer from high anxiety.

One of the most common behaviors she sees among post-institutionalized children is indiscriminate friendliness. "A child who doesn't know you from Adam will run up, put his arms around you and snuggle in like you're his long-lost aunt," Gunnar says. That friendliness was probably an important coping technique in their socially starved early lives, she says. "What's interesting is it just doesn't go away."

Fox and his colleagues had also noted such disarming friendliness in the Romanian orphanages. Initially, children with indiscriminate friendliness were thought to have an attachment disorder that prevented them from forming healthy connections with adult caregivers. But findings from the Bucharest Project as well as Gunnar's own research have demonstrated otherwise, she says.

In a study of 65 toddlers who had been adopted from institutions, Gunnar found that most attached to their new parents relatively quickly, and by nine months post-adoption, 90 percent of the children had formed strong attachments to their adoptive parents. Yet that attachment was often "disorganized," marked by contradictory behaviors ( Development and Psychopathology , in press). A child might appear confused in the presence of a caregiver, for instance, sometimes approaching the caregiver for comfort, and other times showing resistance.

"There were things that happened in terms of early development, when they lacked that responsive caregiver, that they're carrying forward," Gunnar says.

One of those things may be a disrupted cortisol pattern. Cortisol, commonly known as the "stress hormone," typically peaks shortly after waking, then drops throughout the day to a low point at bedtime. But Gunnar found that children with a history of neglect typically have a less marked cortisol rhythm over the course of the day. Those abnormal cortisol patterns were correlated with both stunted physical growth and with indiscriminate friendliness ( Development and Psychopathology , 2011).

Indiscriminate friendliness may also be tied to the amygdala. In a study using fMRI, Aviva Olsavsky, MD, at the University of California, Los Angeles, and colleagues found that when typical children viewed photos of their mothers versus photos of strangers, the amygdala showed distinctly different responses. In children who had been institutionalized, however, the amygdala responded similarly whether the children viewed mothers or strangers. That response was particularly notable among kids who exhibited more friendliness toward strangers ( Biological Psychiatry , 2013).

Closer to home

Other researchers are also exploring physiological differences in children who have experienced neglect. Around the time Gunnar was launching her adoption study, Philip Fisher, PhD, a psychologist and research scientist at the University of Oregon, was working with American foster children. Initially, he suspected the behavioral and developmental difficulties they experienced stemmed from physical abuse. But as he shared data with Gunnar and others, he realized they looked a lot like post-institutionalized children.

Though cortisol tends to follow a daily cycle, it also spikes during times of stress. Fisher expected that his foster children, who had clearly experienced stressful situations, might show high levels, too. Instead, he discovered something quite different. "Their levels were low in the morning and stayed low throughout the day," he says.

Combing through the case records of the children in his sample, he discovered that disregulated cortisol was not associated with physical or sexual abuse, but with early neglect. "This blunted daily pattern with low morning cortisol seemed to be a hallmark of neglect," he says. "That was a pretty powerful picture."

In fact, abnormal cortisol cycles have previously been noted in a variety of psychological disorders, Fisher says, including anxiety, mood disorders, behavior problems and post-traumatic stress disorder. But the good news: Cortisol patterns appear to be changeable.

Fisher found that foster kids living with more responsive caregivers were more likely to develop more normal cortisol patterns over time. Kids living with caregivers who were stressed out themselves didn't show that recovery ( Psychoneuroendocrinology , 2007). "We're more likely to see that blunted pattern when they don't get that support, and there's a lot of stress in the family," he says.

Helping caregivers manage their own stress and develop more positive interactions with their children may help reset the kids' stress responses. Fisher is now developing and testing video coaching programs that aim to identify and reinforce the positive interactions foster parents are already having with their young children. "We can show people very precisely the things we know are at the core of promoting healthy development," he says.

Meanwhile, he's also looking for other physiological systems affected by early adverse experience — particularly those that are malleable. "If we can impact those systems, especially without pharmacology, we have great tools we can leverage," he says.

For instance, kids with a history of neglect are known to have trouble with executive functioning. One way that presents itself is that the kids don't show much brain response to corrective feedback; instead, they often make the same mistakes over and over. Targeted interventions may help those children learn to tune in to the important cues they're missing, Fisher says. Though more research is needed, he adds, computer-based brain-training games and other novel interventions might prove to be useful complements to more traditional therapy.

Despite progress, child neglect remains underfunded and understudied, says Wolfe. Politically, it's a prickly subject. "Neglect is not a disease. It's entwined with the delivery of proper social and medical services. It's embedded in socioeconomic disadvantage," he says.

Politics aside, science is making strides toward erasing the stamp that early neglect leaves on a child. New understanding of the ways that neglect changes a person's physiology is helping to push the field forward, Wolfe says.

That progress is sorely needed, but the most important first step is to remove neglected children to a safe, loving environment, he adds. "The brain will often recover, if it's allowed to."

Kirsten Weir is a journalist in Minneapolis.

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Video: Izidor Ruckel is a Romanian orphan who has made it his life’s work to help other orphans .

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The Lessons Learned from Romanian Orphans 30 Years Later

by Terry Levy | Feb 5, 2021 | Attachment , Corrective Attachment Therapy | 1 comment

The discovery of horrendous conditions in Romanian orphanages after the execution of communist dictator Nicolae Ceausescu in 1990, first introduced many people to attachment theory.

News reports showed children who were neglected, traumatized, starved and abused and told of infants who were abandoned in cribs for entire days without human contact. The orphanages were covered extensively by the media at the time, as were the grim stories of children who were later adopted and failed to bond with their new parents or thrive in their new homes.

The tragedy also led to the iconic Bucharest Early Intervention Project (Zeanah et al. 2003) that looked at the impact of early-childhood trauma on attachment and the brain.

To mark the three decades since these atrocities were uncovered, a number of articles have been written over the last months about how the former orphans are coping as adults. The Atlantic recently featured the story of Izidor, a former orphan adopted at the age of 14 by a loving family in California. Izidor’s life in many ways illustrates the devastating life-long effects of a lack of attachment in childhood, but also shows how healing parenting can make a difference. Izidor tells of his troubles fitting in with his new family, struggles with behavioral and learning challenges, and his continuing difficult with making connections to others.

His experiences and those of many other children who came out of the orphanages, show us that trauma affects children on many levels of biological functioning. Neglect and abuse during infancy and early childhood can trigger prolonged alarm reactions (fight, flight, freeze), which alter the neurobiology of the brain and central nervous system. These experiences have a disproportionate influence on the developing brain.

Brain circuits are being created rapidly in early life, are largely determined by the quality of the infant/caregiver relationship and the level of stress. Babies are right-hemisphere dominant, responding primarily to preverbal and nonverbal communication – facial expression, touch, tone of voice and in-arms security and safety. The infant’s right brain and the attachment figure’s right brain are in-synch during moments of connections. This “limbic” resonance” is the fundamental building block of secure attachment and leads to the child’s ability to self-regulate and to the formation of the child’s core beliefs.

The Bucharest Early Intervention Project showed that children deprived of quality relationships also have abnormal brain development. The research followed three groups of children: (1) Those who were institutionalized (in orphanages) their entire young lives. (2) children who lived in orphanages their entire lives, (2) Children who spent time in orphanages but were placed in foster care at a mean age of 22 months, (3) and children who lived with their parents their entire lives. The institutionalized children were found to have stunted and delayed patterns of brain activity, cognitive development and physical growth. The children placed in foster care before the age of 2 show patterns of brain activity similar to never-institutionalized children, indicating the importance of placing children early to reduce the negative effects of deprivation. This confirms the theory that placing babies in an institutional setting can have dire consequences for brain function, and these effects are worse for children older than 2 years.

Sadly, the stories of Izidor in the Atlantic and some of his contemporaries ( Adopted Romanian orphans ‘still suffering in adulthood’ (BBC; 2017) , Romanian orphans subjected to deprivation must now deal with dysfunction (Washington Post; 2014) ), are points of proof that the findings of the Bucharest Project and attachment research based on the project, hold true even today.

Despite the grim history, if you love and care for a child who experienced early childhood trauma, know there is hope for healing. Corrective Attachment Therapy and the learned skills of healing parenting, do make a difference and create positive change. To learn more about these treatment interventions, contact [email protected] .

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Early Neglect Alters Kids' Brains

Until the 1990s, the orphanages of Romania were notorious for their harsh, overcrowded conditions. Those perceptions have been borne out in new research that finds growing up in such an environment can change the brain for good.

Institutionalization in early childhood can alter a child's brain and behavior in the long run, the research finds. Fortunately, early intervention can stave off the effects.

The study, conducted with children growing up in Romanian orphanages , reveals changes in the brain composition of kids who spent their first years in institutions versus those who were randomly assigned to foster care. The findings point to a "sensitive period" in the brain for social development, said study researcher Nathan Fox, a child development researcher at the University of Maryland.

"Infants and young children expect an environment in which they are going to interact and receive nurturance, not only food, but psychological nurturance, from adult caregivers," Fox told LiveScience. [ 11 Facts About a Baby's Brain ]

The finding adds to evidence that early childhood experiences can have lasting impacts on the brain, with one recent study showing that child abuse may shrink regions in the brain's hippocampus.

Growing up in an institution

For 13 years, Fox and his colleagues have been following a group of children who lived as babies in orphanages around Bucharest, Romania. Although these institutions are called orphanages, Fox said, many of the children have living parents who had given the babies up to the state.

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After the fall of Romanian dictator Nicolae Ceausescu in 1989, the plight of children living in these orphanages came to the forefront. Institutions were understaffed, abuse was rampant, and neglect was a way of life. Today, Fox said, the situation has improved — it's now illegal to institutionalize a child under 2 in Romania, for example. But the 136 infants in the latest study came to the orphanages in a time when conditions were still poor, he said.

"Conditions were quite regimented," Fox said. "They all had to eat at the same time, bathe at the same time, go to the toilet at the same time. There was very little training for caregivers and a very bad ratio of caregivers to children."

At the invitation of the then-Minister for Child Protection in Romania, Fox and his colleagues screened babies at six orphanages in Bucharest and assigned them randomly to either stay where they were or to go to foster homes (foster parents were paid for the care of the children until the kids reached age 4.5). Ever since, the researchers have been following the children, who are now 12, and evaluating their brains and behaviors.

"We included among our measures a measure of brain activity," Fox said. "We actually built a laboratory in one of the institutions and set up the equipment."

The institutionalized brain

The latest results come from the children's 8-year-old checkup, which included brain scans using magnetic resonance imaging (MRI) and electroencephalography (EEG); while MRI reveals brain structure, EEG shows electrical brain activity.

They found that early institutionalization changed both the structure and the function of the brain. Any time spent in an institution shrunk the volume of gray matter , or brain cell bodies, in the brain. Kids who stayed in the orphanages instead of going to foster care also had less white matter, or the fat-covered tracts between brain cell bodies, than kids who, at a young age, moved in with families.

Staying in an orphanage instead of foster care also resulted in lower-quality brain activity as measured by EEG, Fox said. Teachers indicated these same kids were also worse off socially.

Part of the difference in the kids' behavior appeared to be explained by how warmly and securely bonded they were to their main caregiver, the researchers report this week in the journal Proceedings of the National Academy of Sciences. (In fact, past research has shown children of nurturing mothers had hippocampus volumes 10 percent larger than children whose mothers were not as nurturing.)

"The idea is that those kids who develop a secure attachment actually show enhanced brain activity at age 8," Fox said.

Intervening early

Importantly, Fox said, the kids in the study have almost all changed their living arrangements since that first random assignment to a foster home or orphanage. By age 8, only 10 of the children assigned to the orphanage remained there, with the others in adoptive homes, foster care or reunited with their biological families. Likewise, more than half of the foster-care kids had reunited with their biological parents or moved elsewhere. [ 10 Tips for Raising Happy Kids ]

What that means is that the effect of getting a kid out of an orphanage early may be even stronger than this study suggests, Fox said. The effect of institutionalization during those critical early periods can be long-lasting, as can the effect of finding a stable home. That's an important message, given the approximately 8 million children around the world growing up in orphanages, Fox said.

"There's really no such thing as a good institution for an infant or young child," he said.

Likewise, Fox added, children of neglectful parents may face similar brain consequences. The majority of children seen by social services in the United States are there for reasons of neglect, he said.

"Due to substance use or poverty or whatever the reason, they're not given the kind of stimulation and socialization that they expect," Fox said. "For those children, it's a similar story to those children in the institutions we study."

Follow Stephanie Pappas on Twitter @sipappas or LiveScience @livescience . We're also on Facebook & Google+ .

Stephanie Pappas is a contributing writer for Live Science, covering topics ranging from geoscience to archaeology to the human brain and behavior. She was previously a senior writer for Live Science but is now a freelancer based in Denver, Colorado, and regularly contributes to Scientific American and The Monitor, the monthly magazine of the American Psychological Association. Stephanie received a bachelor's degree in psychology from the University of South Carolina and a graduate certificate in science communication from the University of California, Santa Cruz.

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A Story of Adoption and Reactive Attachment Disorder

How a mother got her adopted daughter to bond and saved the family..

Posted May 1, 2014 | Reviewed by Ekua Hagan

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Children with reactive attachment disorder (RAD) have trouble attaching to adults due to past trauma or neglect.
RAD is seen in many adopted children, particularly from Russia and Eastern Europe.
Raising a child who has trouble bonding requires counter-intuitive parenting instincts.

Dr. T couldn't have been more pleased with Julia's progress. At 18 months, my baby was in the 95 th percentile for her weight. She was talking, walking, and her muscle tone was excellent. All good signs for a child adopted just 14 months earlier from a Siberian orphanage.

Dr. T specializes in treating internationally adopted children. During my daughter's third well-visit, he recommended a second round of vaccines because he didn't trust the ones she received in Russia. He asked me how Julia was eating, glancing over his bifocals to read her chart. I told him she's on an organic, whole-foods, non-meat diet . He said, “good,” and with a kind glint in his eye, added, “She looks great. You're doing a great job. Bring her back in six months.”

As he started to slip from the examining room I stuttered, “Wait, I have a question.”

He looked at me patiently.

“How do I know if Julia is okay, you know, mentally, emotionally?”

I explained to him that my precious blonde daughter, an exceptionally radiant child, doesn't cling to me or look me in the eye or tolerate being held. She doesn't reach for my hand or let me read to her or play with her. She's kind of manic , I said, wondering if that was a good word to use. She's restless when she's restrained in a crib or a stroller. She never relaxes into a tender embrace. She's controlling and difficult. Not sometimes. All the time.

Without missing a beat he said, “You could be describing something called reactive attachment disorder.” RAD, as I would later discover, is a syndrome seen in many adopted children, particularly from Russia and Eastern Europe. Babies have trouble attaching to their adoptive parents because they have been traumatized or neglected, and they view the adopted parent as another caretaker who may or may not abandon them. Though they are young, deep down they believe the only ones they can trust are themselves. It’s a complex condition, not generally understood by many pediatricians.

Dr. T said it may be too early to diagnose. Julia’s very young. Then he looked up at me, saw the terror on my face, and added, “Don’t worry. You have time.”

To quell the torturous panic , I kept telling myself, “We have time, We have time. Julia will bond.”

Both my husband and I were 40 when we adopted Julia. I am a journalist. He is a retired attorney. Never during the adoption process in 2003 did anyone mention reactive attachment disorder to us. I first heard it mentioned when we were in Siberia. Another couple adopting their second Russian child at the same time we were adopting Julia felt concerned when they met their infant son because the baby didn't make eye contact and he was unresponsive. I didn't know enough to pay attention to their alarmed reaction. I heard the phrase again when speaking to a family friend, a psychotherapist, but she was talking in broad strokes, gazing down at my adorable toddler, and said, “Don't worry. She seems okay.”

Even after Dr. T's mention of the syndrome, I wasn't ready to accept this explanation, though it would have explained why I was feeling so inadequate as a mother. It would take another two years, when Julia was 4 and gaining a command of language, for my husband Ricky and I to make it our life's work to understand reactive attachment disorder and do what we needed to do to rescue our daughter from the isolated place she was trapped in.

Specifically, it took a bad day at a nursery school concert to take the first step that was needed to turn our lives around, to really “Rescue Julia Twice,” as my book is called. During a recital, I broke down and sobbed because I realized how lonely , displaced, and isolated my daughter was. Julia was unable to sing along with the group. Her disruptive behavior forced a teacher to take her off the stage and leave the room. This may not sound like the most unusual event for a young child—but put in context, I understood right then and there, I needed to intervene.

My husband and I banded together to read everything in books, medical studies, and online that we could on the syndrome. Our Bingo card was full. Julia was the poster child for RAD. We made a dogged effort and a conscious commitment to help our daughter and make ourselves into a family. It was our daily work.

We learned that raising a child who has trouble bonding requires counter-intuitive parenting instincts—some that disturbed and surprised our family and friends. People could not understand when we’d respond to Julia’s fussing with a passive poker face rather than indulge her. We’d laugh during her tantrums until she abandoned them, and moved on as though they’d never happened because RAD kids are addicted to chaos and it's crucial to take away the drama. They didn’t understand that Julia wasn’t willing to give hugs and we didn’t ask her to do so.

With the help of research and case studies, we had a toolbox. Some advice was invaluable, and some failed. Some techniques worked for a while. We were living inside a laboratory. I knew how lucky I was to have a partner like Ricky because so many marriages and homes are ravaged by the challenge of adopting difficult children.

Over time, there was more engagement with Julia. It wasn’t necessarily loving and warm at first but it was moving in the right direction. We were drawing her out. She became more capable of showing anger rather than indifference. As her verbal skills developed, we had the advantage of being able to explain to her that we loved her and would never leave her. That we understood how scary it was for her to be loved by an adult and that she was safe. We taught her how to feel at ease when we looked her in the eye and trained her to do the same. Understanding how hurt she was also opened my heart and made me more compassionate, and more motivated to be her mother.

Progress took time—and the work of staying bonded with a wounded child is a lifetime endeavor. Julia stepped out of the danger zone when she was 5 or 6. She shook off her helmet and armor. She let me become her mother. I honor that trust by remembering, each and every day, how she struggles with subconscious demons and how mighty her battle is and will always be.

At 11 years old, she is a marvel to me. It's not just her ace sense of humor that enables her to draw sophisticated cartoons or the way she is playing the violin or doing well in school. Her greatest accomplishment is allowing love in. While that's second nature for most families, for us it's a triumph.

Tina Traster is a journalist whose work has appeared in The New York Times, the New York Post, Time Out New York, Audubon, among others. She is the author of the Rescuing Julia Twice.

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The psychological effect of orphanhood: a study of orphans in Rakai district

Affiliation.

1 Faculty of Social Sciences, Makerere University, Kampala.
PMID: 10169639

PIP: 193 children aged 6-20 years in Rakai district were interviewed in a study exploring the psychological effects of orphanhood. All of the children were orphaned due to their parents' death from AIDS. Teachers and some orphans also participated in focus group discussions, while teachers, and where possible, guardians were interviewed. The children were able to distinguish between their quality of life when their parents were alive and well, when they became sick, and when they eventually died. Most children lost hope when it became clear that their parents were sick. They also felt sad and helpless. Many were angry and depressed when they were adopted. Children living with widowed fathers and those living on their own were significantly more depressed and externally oriented than those who lived with their widowed mothers. Teachers should be trained how to diagnose psychosocial problems and given skills to manage them. Short courses on problem identification and counseling should also be organized for guardians and community development workers.

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Open access
Published: 30 September 2021

Psychosocial support conditions in the orphanage: case study of Wolisso project

Getachew Abeshu Disassa ORCID: orcid.org/0000-0002-5929-6112 1 &
Dabala Lamessa 2

International Journal of Child Care and Education Policy volume 15 , Article number: 12 ( 2021 ) Cite this article

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This study was conducted to assess the psychosocial and material services provision of Wolisso Kalehiwot Church project/center. Qualitative research design employing phenomenological approach was conducted as to reach on identifying the strengths and challenges practiced in the center. Purposive sampling techniques was used to draw ten respondents from the center (8 from orphans, 2 from staff) to respond to interview questions. The result of this study indicated that the effort made by the project is so effective in addressing the immediate need of the orphans including survival and wellbeing of these children. Consequently, the weakness in the project observed was initial recruitment problem of the orphans and unskilled staffs involving in the project and the inability to be proactive for the sustainability request for the project were seen as major. The challenges faced were identified as characteristics of the staff to handle the growing needs of the orphans, emotional instability of the children, limited access to social integration, negative attitude of the community towards institutionalization and segregation were observed as critical. Hence, institutional capacity building from both external and internal funders to maintain the projects sustainability with clear goal and policy direction is mandatory.

Introduction

Today the concept of orphan is creating some degree of confusion with regard to defining who is an orphan; how many are there; what are their characteristics; where are they found; what are the trends in orphan hood; and most importantly, what are the specific needs of orphans as distinct from other children in their communities.

Myovela indicated that orphans in industrialized countries are referred as a child who has lost both parents. However, in the context of the AIDS pandemic, orphan is defined as those who have lost both parents (double orphan) but also those who have lost a father but have a surviving mother or have lost their mother but have a surviving father (single orphan).By this definition there were over 132 million orphans in sub Saharan Africa, Asia, Latin America and the Caribbean in 2005. Sub-Saharan Africa is home to 12.3 million orphans and the number has increased rapidly in a short few years to a point in which the entire African continent appears to be overwhelmed by the “orphan crisis” Myovela ( 2012 ).

In addition, other study also indicated that, definition on “orphans” have caused some confusion, because most international organizations have used the term to refer to children who have lost one or both parents, but many people understand the term to refer to children with no parents, and the reality is that the vast majority of orphaned and vulnerable children worldwide are being care for by their surviving parents and extended family members, not in orphanages. For example, in Zimbabwe, which has had one of the highest HIV rates in the world, a UNICEF study found that over 98 percent of children who have lost one or both parents are living with families (UNICEF, 2009 ).

According to UNICEF (2010), the definition of an orphan for statistical purposes is that a child under 18 years who has lost one or both parents. A single orphan is a child who has lost one parent; a double orphan is a child who lost both parents. A maternal orphan is a child whose mother died, while a paternal orphan has lost the father. Crises such as disease or famine that affect children increase the rate of growth of orphans in the population. For statistical purposes, children are no longer considered orphans after they reach 18 years of age. Therefore, the number of orphans in a population group increases if the number of children losing their parents exceeds the number of orphans turning 18, causing the percentage of orphans in that population to rise also.

As of the updated evidence by UNICEF in 2012, UNICEF and numerous international organizations adopted the broader definition of orphan in the mid-1990s as the AIDS pandemic began leading to the death of millions of parents worldwide, leaving an ever increasing number of children growing up without one or more parents. Therefore, the terminology of a ‘single orphan’—the loss of one parent—and a ‘double orphan’—the loss of both parents—was born to convey this growing crisis. However, this difference in terminology can have concrete implications for policies and programming for children. For example, UNICEF’s ‘orphan’ statistic might be interpreted to mean that globally there are 132 million children in need of a new family, shelter, or care. This misunderstanding may then lead to responses that focus on providing care for individual children rather than supporting the families and communities that care for orphans and are in need of support.

As Global facts about orphanages prepared by: Better Care Network Secretariat, updated August, 2009 shown, poverty, seek for education access, disability, minority in ethnics, violence within the family are the common factors for children to be admitted into the orphanages in addition to loss of their parents due to leading cause of death, AIDS (Powel, 2004 ).

Although HIV/AIDS has reached almost every part of the world, no other region has been harder hit than sub-Saharan Africa, home to nearly three quarters of the world’s people living with HIV/AIDS. The figures for Africa shown that in the benchmark years of 1990 the percentage of children orphaned in sub-Saharan African countries as a result of AIDS rose sharply from (1%) to (7%) 1995, (17%) in 2000 and 25% in 2005, and is projected to reach 30% of all orphans by 2010. Among them are over 10 million children who have lost both parents. AIDS is the leading cause of death among adults ages 15–59, and it has produced 12 million orphans in the region. The rates of HIV deaths are not uniform across Sub-Saharan Africa, but are much higher in southern Africa, where as many as 15% of all children are orphans. Behind these figures is a tremendous toll of human suffering. Older children may act as caregivers for their parents or siblings who are ill, or grandparents may have to raise their grandchildren. Furthermore, poor nutrition, inability to attend school, inability to concentrate, emotional trauma and depression are among the most serious effects, and children whose families have been touched by AIDS may also be stigmatized by others, further worsening these effects (Thurman et al., 2007 ).

In connection with the mental health, children who are deprived of the parental care and a secure family environment often become vulnerable to a host of psychological problems and psychiatric disorders. Since these children are then usually reared in institutional homes set up by the government or private agencies, which provide some semblance of order into their lives, they feel discomfort of missing something. In these homes also, the problems of overcrowding, inadequate personal attention, poor academic environment, and frequent moves may affect the psychological health of these children (Kaur et al., 2018 ).

In a certain situation, then a residential childcare facility that is intended to care for children from the time of their admission until their maturity and which holds comprehensive professional treatment services for children to address their emotional, behavioral, or other problems is preferable. This is way different authorized childcare centers including wolisso kalehiwot church; orphans rehabilitation center are providing the care services. Based on this premise, the researcher intended to visit and assess the basic needs and psychosocial supports this rehabilitation center providing and the challenges encountered.

Statement of the problem

Children are one part of population group and as a population group, it has no doubt that they are increasingly major victims of the consequences of becoming destitute and orphans as parents lose their lives to AIDS and other factors. This may also put Orphaned children at disadvantaged in numerous and often devastating ways. One of the major impacts of being orphaned is lack of access and possibility of involving in schooling. Chityo et al. ( 2016 ) as cited from Gunderson, Kelly, and Jemison ( 2004 ) indicated that Children orphaned by HIV/AIDS may miss out on school, have their schooling disrupted, or perform poorly in school. They farther narrated that a number of issues affect the children's school attendance. First, children may have to take care of their sick parents and perform household chores, and often drop out of school to meet these responsibilities. Second, limited financial resources mean it is difficult to pay school fees or buy school uniforms and textbooks. Some children may be forced to drop out of school so they can work to generate income to sustain the household. Zeenat et al. ( 2018 ) further described HIV-related stigma inhibited the psychosocial functioning and well-being of children orphaned by AIDS.

It is common knowledge that the HIV/AIDS prevalence rate differ in different continents and regions within same continents. Among these different continents, the prevalence rate is high in sub-Saharan countries including Ethiopia in the world. According to the 2011 EDHS, HIV prevalence is 1.9% for women and 1.0% for men with an overall prevalence of 1.5%. This is essentially unchanged from the HIV prevalence reported in 2005 (1.4%). HIV prevalence is six and a half times higher among women living in urban areas (5.2%) than among women living in rural areas (0.8%). HIV estimates vary by age, with HIV prevalence highest among women age 30–34 and men age 35–39. HIV prevalence also varies by region, ranging from a low of 0.9% in SNNPR to 6.5% in Gambela. HIV prevalence is highest among employed women and men and those living in the wealthiest households (Ethiopia Demographic and Health Survey (EDHS, 2011 ). According to UNICEF, Ethiopia, the second-most populous nation in Africa with about 102 million people, has one of the largest orphan populations in the world. Nearly 13 percent of the children live without one or both parents (UNICEF, 2018 report).

As of UNICEF (2010) for instance, in addition to the trauma of witnessing the sickness and death of one or both parents, children are likely to be poorer and less healthy than non-orphans are and they are more likely to suffer damage to their cognitive and emotional development, less likely to go to school, more likely to be subjected to the worst forms of child labor.

The social and emotional effects of this diseases are numerous and profound. When a parent dies of AIDS, his or her child is three times more likely to die—even when that child is HIV negative. Besides, facing an increased risk of death, children whose parents have died due to HIV/AIDS also confront stigmatization, rejection and a lack of love and care. They often suffer from emotional distress, malnutrition, a lack of health care, and poor or no access to education. They are also at high risk for labor exploitation, sex trafficking, homelessness, and exposure to HIV. Increasingly, extended families and communities in highly affected areas find that their resources are inadequate to provide the basics for all needy children. In communities hard hit by the double hammer of HIV/AIDS and poverty, there are millions of children who may be orphans, or who have been made more vulnerable by HIV/AIDS (PEPFAR, 2006 ).

As a result many children left alone and being orphaned especially in respect to countries those more affected by this disease. For instance, the proportion of orphans defined as children who have lost one or both parents is greatest in Sub-Saharan Africa, with 12.3 million orphans. By 2015, the epidemic is expected to peak, and orphans will make up 9% to 12% of the total population in the sub-Saharan Africa, this data suggest a population rate of double orphans of 2.1% in sub-Saharan Africa (Myovela, 2012 ).

Therefore, it shows that HIV/AIDS is very complex issue that put children at risk of being left alone and this needs provision of different comprehensive orphans care in institution and out of institution. In this regard the contribution of different organizations including religious institution is very great to reduce the spread of HIV/AIDS and caring for orphaned. That is why different rehabilitation centers are needed to care for children who lost their parents whether both or one parents.

However, different general problems can be associated with institutional care. For example, as stated by Tsegaye Chernet ( 2001 ), many problems were challenged orphan institutions such as; inadequate funding to support programs designed for the children, shortage of trained personnel, inadequate skills training that resulted in long care in orphanages, lack of psychosocial services, and lack of long-term strategic planning. As a result of these and other problems, the children in the orphanages often elicit unwanted behavior; such as: feelings of loneliness and hopelessness, dependency on the adult population for all their needs, low self-esteem and feeling of inferiority and etc.

As different research finding also indicates, the key issues and observations in Children recruited into institutions are that: institution recruit in line with a 'vision' rather than the needs of the community; most children in the institutions assessed have families and sometimes visited them; poor child record keeping, policies and procedures are very limited; caregivers are often ill-equipped and unskilled to deliver quality child care services; social work efforts were not taken seriously in most institutions; limited awareness of the legal requirements to Children's Act or home regulations, and limited 'formal' engagement between different officials and institutions.

Thus here, the researchers intended to visit Wolisso Kalehiwot Church; orphans rehabilitation center/project and the holistic activities/services given within and out of this rehabilitation center regarding the orphans.

At the end of the study, the researcher is highly concerned to answer the following basic research questions:

What are the mission, vision, and core values of the rehabilitation center in relation to the orphanage care and services?

What procedures are in use to conduct need assessment, monitoring and evaluation in the rehabilitation center?

What are the services basically this institution providing?

What are the major problematic issues in this center in relation to service provision for orphans?

Objective of the study

The general objective of the study is to find out the holistic activities of this rehabilitation center along with its provision of services for orphans in line with regional context.

Along with this general objective, the following are specific objectives of this study:

To identify the employment of activities stated in the vision, mission and core values of the center

To examine the procedures in use during needs assessment, monitoring and evaluation

To assess the services provision and activities effectiveness in the institution in supporting emotional and personal needs of the children

To explore challenges faced and prospects related to the institution/center.

Delimitation of the study

This study was conducted in Oromia Region, South West Shewa Zone, Wolisso Town on wolisso Kalehiwot Church orphans rehabilitation center/project. The researchers intended to study basically the overall activities performed in the center in view of rehabilitation counseling.

Significance of this study

This study is so imperative; because, once problems are investigated, the findings of the research are beneficial for all the members of this center as to understand the nature of the problem and find helpful solution with professional support. The findings may also help the project coordinator, social workers/counselor, childcare givers and the orphaned themselves in general in and out of the institution by extending similar experiences to others. This study also can give an insight on the major problems under consideration with problem classification leading to analogous elucidation. In addition, the results of the study can be used as a foundation tip for further investigation on the orphan’s problems.

Operational definition of terms

Child : Person under the age of 18.

Orphan : The definition in this instance is a child who has lost one or both of his/her parent (s).

Vulnerable children : In the context of HIV/AIDS, vulnerability refers to children living in a household where the duty bearer and bread winner is ill AIDS or died of it. It also refers to children living in a household that takes in orphaned children.

Double orphans : child who has lost both of his/her parent (s).

Single orphans : child who has lost one of his/her parent (s).

Neglected orphans : child who ignored by his/her parent (s).

Care-giver : the individual, usually the mother, but in this study, social workers, care providers and other facilitators who takes responsibility for the physical, mental and emotional needs and well-being of a child in the orphanage.

Research methods

Design of the study: Brink ( 2009 ) described research design as the set of logical steps taken by the researcher to answer the research questions. It forms the ‘blue print’ of the study and determines the methodology used by the researcher to obtain sources of information. Polit and Beck (2008) as cited by Sendagala ( 2010 ), defined research design as the overall plan for addressing a research question, including specifications for enhancing the study’s integrity. Hence a qualitative research paradigm which is explorative, descriptive and contextual was used to explore and describe the issues related to orphans in the rehabilitation center.

Based on the aforementioned statements, the researcher used the phenomenological approach of the qualitative paradigm. Phenomenology is defined as a science whose purpose is to describe particular phenomena or the appearance of things, as lived experiences (Streubert & Carpenter, 2007 ). Burns and Grove ( 2009 ) also state that the purpose of phenomenological research is to describe and capture the experiences as they are lived. It is this lived experience that gives meaning to each individual’s perception of a particular phenomenon and is influenced by everything internal and external to the individual.

Population: The research had been conducted in Wolisso Town on Wolisso Kalehiwot Church, orphans rehabilitation center. Wolisso is one of the moderate towns of South Western Oromia Regional State found around 115 km away from the metropolitan. To conduct a research on all orphans, appear difficult and even complex, since their involvement and responding with intended age limit are discretionary. For this reason, a researcher attempted to consider key informants and able to respond population group in the center with limited number of orphans. Adolescents of the center in grade eight were nineteen in number presumed as able bodied to react to interview questions were selected from this population.

Sample and sampling techniques: Purposive sampling technique is a type of nonprobability sampling where the researcher consciously selected particular elements or subjects so as to make sure that the elements will have certain characteristics pertinent to the study. It normally targets particular group of people. It is a technique also called judgment sampling with deliberate choice of an informant due to the qualities the informant possesses. It is a nonrandom technique that does not need underlying theories or a set number of informants. Simply put, the researcher decides what needs to be known and sets out to find people who can and are willing to provide the information by virtue of knowledge or experience (Bernard, 2002 ; Lewis & Shepard 2006 ). Based on this suggestion, the researcher purposively selected a total of ten (10) participants. From these, 2 project facilitators and 8 orphans of the project/rehabilitation were included in the study.

Instrument : An interview guide was used to collect data. The participants were asked about their experiences regarding the rehabilitation center, service providing and assessment, monitoring and evaluation systems they are employing. In addition, observation of the participants/orphans also used to assess their emotional and behavioral feeling using observation checklist prepared by a researcher and commented by advisor. Finally, document accessible on the topic of the orphans and the rehabilitation center were used.

Procedures of data collection: Data collection is defined as the precise, systematic gathering of information relevant to the research purpose or the specific objectives and questions of a study (Burns & Grove, 2009 ) as cited by Susan Rugari ( 2012 ). The researcher initially communicated church administration and manager/coordinator of the project. After securing acceptance, the researchers determined number of facilitators involved in the interview. The identified ten respondents were communicated and appointments for participation were set. Finally, participants were interviewed based on their consent and observation was conducted at the orphanage center accordingly.

Methods of data analysis: The researcher employed qualitative method of study involving narrative data analysis techniques which was specifically description of statements (describing responses of participants in words through categorizing into different categories, and use of percentage, and tabulation of respondent’s biography). Respondents’ interview documents were put for final reference until manuscript will be published.

Ethical considerations: The following ethical deliberations have been emphasized throughout this study. Accordingly, the researcher followed a standard and scientific procedure of doing research in such a very sensitive topic. Accordingly, the subjects and study population were introduced first about the purpose of the study, keeping confidentiality of the information gathered from them. Then informed consent from respondents and relevant officials of the institutions covered in the study was obtained to discuss with and interview them. The participants were also informed that they have full right to discontinue or refuse to participate in the study.

Results and discussion

In this chapter the researcher has discussed the research findings, which include the setting location, vision, mission, values, orphans demographic characteristics, assessment mechanisms, services the center executing, presence of counseling service, monitoring and evaluation mechanisms, demographic data of the participants and themes that emerged from data analysis.

The geographical location of the center

Wolisso Kalehiwot Church, orphans project/rehabilitation center is the newly established center before 12 years and located in Wolisso Town, the capital of South West Shewa Zone, Oromia Regional State. It began services by providing basic needs services such as food, water, shelter, clothing etc. for orphans including other social services such as health and educational supports. 85% of the institutions fund is originated from external body donor, world orphans chair foundation, USA and 15% is generated from internal source, specifically by the church itself. This center has one project coordinator, two chefs, two caregivers and one cleaner.

In general, under vision, mission and core values, though they did not state in written form, verbally they expressed the following issues during interview time.

Vision—To witness that children of both sexes equally enjoy their basic needs, meet their needs spiritually, physically, academically and emotionally preparing them for a brighter future, so that they become good citizens with outstanding personality.

Mission—Their mission is to love, care; create hope and better aspirations for orphans and vulnerable children. The view is comparatively similar globally.

Governing values

We alleviate the suffering of children.

We restore and demonstrate dignity and respect for orphaned and vulnerable children.

We follow the biblical directive and standards to love and care for orphans.

We prevent the exploitation of the vulnerable, abandoned, neglected, rejected and suffering child.

We develop and maintain an approach to rescuing and caring for orphaned children that meets their needs spiritually, physically, academically and emotionally (Table 1 ).

As the above table indicates, the majorities 52.6% (10) of the orphans are male followed by 47.4% (9) female orphans children. The ages of these orphans ranges from the minimum 6 to the maximum 14. In the same table, the majority 42.1% (8) referred to different grade levels of the orphans where as 26.3% (equal numbers referred to KG-2 and KG-3) educational level followed by the least 5.3% KG-1 level orphans. Finally, the same table shown that the highest 68.42% (13) are double orphans followed by 21.05% (4) neglected orphans with the least 10.53% (2) single types of orphans.

Needs assessment mechanisms—The interview result indicated that orphans needs assessment mechanism employed during screening was not appropriate to address all children (orphaned) to be included in the institution. Formal selection procedures were not employed directly by the professionals, but the authority was gave the decision for 12 woreda children and women affair offices of South Western Zones experts being with woreda finance and economic development office to bring orphan children they identified during their work with children under their offices. The institution hoped that the woreda/district children and women affair office basically work with children and presumed that these offices easily identify orphaned children in their catchments.

Participants’ demographic data—This study involved a total of ten (10) participants. From these, two (2) were working as project facilitators in the center, while eight (8) of them were orphans from Wolisso Kalehiwot Church, orphan project/rehabilitation center. The participant ages ranged between 26 and 34 for facilitators and 6–14 for orphans. The study gave attention to gender mix where almost equivalent numbers of gender involved to provide information. Children participated in the study were from grade eight only, since they are appropriate to give consent and reliable information compared to the KG ones.

Presence of rehabilitation counseling services—Respondents underlined that except for advice, discussion and guiding services all activities are provided by nonprofessional workers; no professional rehabilitation counselor or social worker provide counseling services for these orphans in general. The entire workers in the center are engaged on activities related to educational, material and basic needs provision than focusing on emotional and psychological support for the orphan in the institution/center.

Withregard to mechanisms of monitoring and evaluation, one of the respondents indicated that monthly report, supervision of the committee statement, supervision narrations of external body such as funding body and other governmental bodies are the mechanisms they employ to monitor and evaluate their work performances.

Analysis regarding problems of service delivery

Four main themes were emerged from data analysis of this center coordinators responses. These are:

Characteristics of caregivers in the institution

Characteristics of orphans in the institution

Needs assessment, monitoring of the centers progress and evaluation of their performance, comprising statement of institutional vision, mission and core values.

Capacity related to work related problems (Table 2 ).

As of the result from interview conducted with the two people, coordinator of the project and administrator of the church indicates, a researcher identified four themes as indicated in the table above. The major issues under each themes crop up different conditions as teething troubles. Accordingly, characteristics of caregivers in the institution, characteristics of orphans themselves in the institution, inefficient needs assessment, monitoring the progress and evaluation of their performance and capacity related problems are the main themes. The respondents retorted that the leading causes of being orphaned are the epidemic of HIV/AIDS, followed by neglect from some family members due to confounding factors like poor economic capability to assist the children, instability of family structure, number of children in the family and early loss of parents before children become able to support themselves. Project workers identified that there is lack of appropriate professional or expert in rehabilitation counseling as to assist children in the orphanage project where most of the children needs emotional comfort to ease loss of one or both parents at this age. During its establishment, the project of orphan children didn’t rely on clear needs assessment tools of screening and identifying to select the orphaned children where many children lost access of involving in the rehabilitation project due to the distance of their home, lack of information and supporting agents from government offices. One of the respondents stated that these children are lucky since included in the project, even if some of the facilities and support from experts are limited. Because, many of the children who didn’t get access of inclusion to this project are left behind of education, material support for schooling, food and sheltering shortages which made them join the streets of small and moderate towns of the districts. Hence, I prefer stay here with all the shortcomings than facing street challenges for the orphaned children.

From the view point of this respondent, we can deduce that the project is better preferred than outer conditions which orphaned street children facing in the towns of the country. Many lacks food to eat, clothing, care and support, feeling of parental warmth and even right to live on the streets with all its challenges and poverty. Orphaned children included in the project are kept from harmful assaults on the street, since they are provided advice, materials for schooling and living, sheltering and guidance for future life.

Consequently, as coordinators explained, the orphaned children in the center show unhappy moods and emotions, dissatisfied in the projects activities, longing for relatives and one their family and siblings, inaptness and withdrawal behaviors. These all needs professional counselor as to assist them relieve from the challenges they face than nonprofessional advice in daily communications as indicated by respondents. Another respondent explained that the children in eighth grade feel so bad and seems difficult for project workers to manage since they ask us challenging questions like ‘for how long we stay here; what is our fate; who is responsible after graduation; what if we are not successful in schooling; … which we couldn’t answer? Actually, I sympathize their feelings even if I have nothing to bring than giving advice and sharing my experience. This explanation explicitly indicates that there is lack of professional competency to calm challenges the children raise with age difference and maturity. The worry and hesitation put them tactless as to assist the children in their future career and plan of life even though, they share the burden as human beings. The coordinators also are uncertain about future of the orphans in the project than guiding, counseling and directing the children in showing them positive future after completion of their schooling and graduation form the project. Similarly, they are doubtful of when to graduate and how to proceed, since there were no written vision, mission and core values documented than oral communications.

Responses of the orphans

The orphans included in the project appreciate the center for all the supports delivered for them. No one takes care for them, since most of them come from low income and destitute family background. They are giving thank for project founders and coordinators even though they underlined that comparing their life with their counterparts made them less involved. Analysis of interview result from the orphans was identified as of the following:

Fear of each other or fearing of being kicked by other orphans, since they share dormitory with the one who they are not accustomed with

Fear of their caregivers while she/he at times become emotional and aggressive in communicating

Sometimes their caregivers do not comfort them in motherly and fatherly manner

Bad feeling about their parental loss, especially when their caregivers not consistently show same characteristics.

The Recreational time is very limited and the belief of confinement in the center.

This result shows that they have still fear towards their roommate after 10 years of living together. They are also uncertain towards their caregivers emotional instability and attachment to children due to either personal characteristics, unsatisfied behavior towards the institution and/mood fluctuation of caregivers. The treatment some caregivers provide for the children also show variance when compared to the motherly relaxation they received before, from their actual mothers. Moreover, the loss of significant family members in life, be defeated when recognizing the children who have intact family in the schools, around their center and surrounding community.

The result obtained from orphan’s observation in the center using observational check lists shown that even though many positive behavioral and emotional characteristics observed during short time of observation, there were some adverse characteristics such as anger, verbal abuse to one another, feeling of sadness on few children and lack of involving opposite sex in group playing.

As of the response from interviewed participants regarding challenges they faced in institution, respondents indicated the following major problems. From these, the negative attitude society has towards institutionalization is the leading one., During the start period, few relatives of the orphans t request as to take back the orphans from the institution which disappointed the ones who lost both parents and have no relatives. The other problem was the commitment and support from expected from governmental bodies were challenging ones. The orphans and observation result showed that characteristics of few caregivers and orphans themselves is sometimes challenging for others. Finally, fear of the sustainability of this project due to lack of funding, since the project has contract life of 5 years with the former funding body.

This chapter presents the discussion of findings in relation to prior studies, and limitations of the study. It is basically intended in visiting, assessing, and describing the basic needs and psychosocial support given to the children at Wolisso Kalehiwot Church orphans rehabilitation center and came up with stating findings of this study. The emphasis given was on the provision of services in terms of basic needs and psychosocial supports for the orphans in regional framework.

Wolisso Kalehiwot Rehabilitation Center is religion based institution established to support children who had lost either or both of their parents due to HIV/AIDS pandemic in the zone. Orphaned children are living and supported by workers in the center, where some of the orphaned children who have/had mothers and relatives may be visited in a given period. In support of this establishment and its purpose, Jayashankar ( 2012 ) defined that ‘Orphanage is a residential institution devoted to the care of orphans—children whose parents are deceased or otherwise unable to care for them.’ Almost all of the orphans provided services in the orphanage secure care and support, since they come from poor/poorest home and streets of the zone (Wolisso). Most of the children were happy about the opportunity when they join the center. Afterwards, with the passage of time and level of maturity they reached upon today, the orphans developed emotional disturbances and instability which made them to be isolated, aggression, bad feeling and mood vacillations. Even though this research undertaking didn’t consider underlying causes or difference between different rehabilitation centers, existence of emotional trouble was inevitable. Diverse study done in India comparing institutionalized orphan and non-orphan children, Jayashankar ( 2012 ) shown that emotional problems are higher among orphan children in the institution when compared to the non-orphan children. In support to this finding, Chitiyo stated that orphans and the other vulnerable children and adolescents (OVCA) living in institutional homes are more prone to behavioral and emotional problems than others as they are deprived of a family's love and care (Chitiyo et al., 2016 ).

Tsegaye Chernet ( 2001 ) also identified that many problems associated with institutional care and challenged orphan institutions such as inadequate funding to support programs designed for the children, shortage of trained personnel, inadequate skills training that resulted in long care in orphanages, lack of psychosocial services, and lack of long-term strategic planning. In similar context, the result of this study identified correlated problems on the children in the orphanage (Wolisso Kalehiwot Church), where the children often elicit unwanted behaviors among which the following are the central ones: feelings of loneliness and hopelessness, dependency on the adult population for all their needs, and low self-esteem and feeling of inferiority.

Likewise, in the present study the researcher found that characteristics of caregiver in the institution was so difficult to alleviate existing problem of the orphaned children in the institution due to lack of professional skills incompatibility, peculiar behavior of the children, low salary that didn’t commensurate with the existing inflation of market in the country and fear of sustainability of the project. In support of this finding, a study done in Europe indicated that orphaned children in an institution needs a surrogate parents in which support is given for small number of orphans by paid adults to feed and care in the center. Browne further narrated about inadequacy of expertise knowledge and preparedness that often the staff are inadequately trained and poorly supervised, making basic mistakes such as feeding a child (who should be able feed himself) on his back in a sleeping position (Browne, 2009 ).

In addition to the poor needs assessment in the selection of orphan children to the institution, inadequate monitoring and evaluation of institutional performance was a challenge as to maintain or envisage on the progress and future of the center/project. This was one of the hectic practices the workers faced as indicated by the two respondents representing the project workers matching with the capacity related problems in provision of caring orphans in rehabilitation center. This finding, augmented by work of Barnett, signifying that ‘this is compounded by the lack of training and support of social workers themselves to help them develop alternatives for children. They are often reluctant to place children back with their families or to develop alternative family and community-based care arrangements, because they do not have the skills or adequate support to provide them (Barnett, 2021 ).

The result obtained from this study, moreover, shown that though many positive behavioral and emotional characteristics observed among orphans in the institution; there were also negative characteristics such as anger, verbal abuse, sadness, and lack of involving opposite sex in group playing. By the same analogy, prior study shown that children who live in the orphanage, unfortunately, suffering from multi-problems. For instance, malnutrition and environmental deprivation of varying degrees are common. Furthermore, orphan children do not receive proper physical and emotional care, because they are unaccompanied, displaced, and lacking family support. If this phenomenon is continued unchecked, it still highly affects the country’s development as cited by (Shukla & Shukla, 2012 ). In this regard, the author believed that poor handling of the orphan children and the mistrust arising from poor management can lead to different forms of disturbances which need further investigation.

Children assigned to the project develop behavioral problems mainly due to the isolation they faced in the institution and or their aspiration as to notice real family among the surrounding community. Besides, lack of professional competence to handle existing problems of the orphans was another barrier which could aggravate the problem. In support of this finding, Fawzy and Fouad shown that although the basic material needs could be met, orphans in orphanages were almost totally separated from the outside world and could not access normal families and society relations and this would very likely harm their personality in adulthood and social skills (Fawzy & Fouad, 2007 ). Finally, the finding in this study identified that there is high skill gap between the institution under study and others, where in the normal circumstance, which assigns counselors and social workers as to address emotional and behavioral problems of children in rehabilitation centers. Availability of trained human power as to assist and being surrogate parent is critical, since the institution is working on developing children who can take responsibility of their own and country in the future career. But, it was recognized that there is huge shortage of skilled human power and professional assignment in the institution.

Conclusion and recommendations

Conclusions.

This qualitative study was intended at visiting, assessing, and describing the basic needs and psychosocial support given for children in Wolisso Kalehiwot Church, orphanage center/project. The emphasis was on the provision of services in terms of basic needs and psychosocial supports. As information gathered from project coordinator, church administration, orphans themselves and professional observation of the services, the most commonly identified issues leading to ineffective work performance were, characteristics of caregivers in the institution, characteristics of orphans themselves in the institution, poor monitoring and evaluation of their performance progress and capacity related problems. It is evident that all the efforts made to save life of the orphaned and maintaining wellbeing of these children is blessing effort so far done in the town and the zone. This view was supported by all members of the project, since it opened bread winning center for workers and a paradise for the children with all its limitations.

External challenges the researcher identified as major problems were, negative attitude of the society towards institutionalizing this orphans, especially at initial stage; intrusion of relatives of the orphans to take away the orphans from the institution; failures observed during selection of these orphans; the insufficient commitment and restraint to support this project by governmental bodies were some of the challenging issues. Fear of sustainability of this project owing to lack of external funding bodies to run the program was another foremost challenge for the workers and orphanages in the center, since only about 5 years contractual agreement was left.

The institution is one of the leading rehabilitation centers in the zone and town, where the poor, specifically orphaned children either living with extended family in the route or supported by interested groups or taken from streets of Wolisso and surrounding small towns benefit of the services rendered. The center lost or missed its predestined goal from clients (orphaned children) selection to recruitment of staff members working in the institution. Even though the center has certain drawbacks, it is the shelters that assign surrogate family as to assist the wellbeing and all life needed resources for the children which they never get outside the campus. But, emotional assistance and psychosocial support to be rendered in the center is missing due to the hiring of unskilled and uncertified employee to support children which made life of the orphans in the center more intricate and challenging.

Recommendations

Based on the results of the study recommendations were drawn. The researcher suggested that it was better if the organization used assessment tools like interview, set of questions that include physical, psychological, and social aspects to identify clearly which orphan must be included in the support system. Even though this institution is on fulfilling the basic needs of these orphans, it lacks technical operations like vision, mission and goals determination which has to be stated clearly as to show its destiny. There is a need for professional counselor/social worker who figure out on physical, psychological and social development of a child and assist in problem solving of these orphans. There is also a need for proper monitoring and evaluation experts as to see whether the organizational objectives were/are achieved. The institution must record and document, the activities exercised in the organization for the purpose of performance observation/evaluation and putting action plan to act on predicted challenges. Finally, the institution is further expected to provide training for assigned social workers and/or caregivers to ensure proper paraprofessional oriented service delivery.

Availability of data and materials

Data sharing is not applicable to this article as no datasets were generated or analyzed during the current study.

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Acknowledgements

The first and foremost appreciation goes to the elder counselors and Gadaa leaders involved in this study who keenly gave me rewarding information. My grateful appreciation also goes to Jimma University for their financial assistance

Jimma University is government institution supporting its academic staff conduct community based research that will contribute to nation building, development and change life of the community in its application.

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Getachew Abeshu Disassa

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Both Authors contributed a lot for the successful completion of the manuscript where the corresponding author plays significant role of supervisory position, and search for journals while the co-author developed proposal, data collection and organization of final draft. Both authors read and approved the final manuscript.

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The corresponding Author, Getachew Abeshu is a Ph.D. holder and Associate professor of counseling psychology at Jimma University, Ethiopia. He has numerous publications on local and International journals on psychosocial support, indigenous counseling and disability areas.

Mr. Dabala Lamessa is a Ph.D. candidate at Addis Ababa University in the area of mental health. His research interest is psychosocial support and has a number of publications in the area.

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Correspondence to Getachew Abeshu Disassa .

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Disassa, G.A., Lamessa, D. Psychosocial support conditions in the orphanage: case study of Wolisso project. ICEP 15 , 12 (2021). https://doi.org/10.1186/s40723-021-00089-3

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A Study On The Survival Pattern Of Orphan Children EXECUTIVE SUMMERY

Children incorporated about 50% of the earth's population are it's most vulnerable population.They are dependent on adults, can be manipulated and are particularly susceptible to all kinds of influence both physically and mentally.In Bangladesh,the problem of orphan children is acute due to urbanization and industrialization.Due to the deaths of HIV/AIDS persons, remarriage of deserted/widow/divorce women, absence of love and security in the families, family disputes, unwanted pregnancy of trafficking/sexually exploited girls, these orphan are left without care and support.So, the orphan children in our country have to lead a miserable life.In-spite of planned development and special provision for accelerated socioeconomic development of neglected/disadvantaged sections, the issue of orphan children is not properly addressed.So they do not get enough opportunity to improve their survival pattern.In considering these issues,we are conducting a study on orphan children.The main objective of our study is to know about the survival pattern of orphan children.For attaining the objectives,,we conducted a qualitative research in Sylhet city which constituted with 27 wards,case study method of qualitative research has been followed in this study.To conduct the case study we applied in-depth interview with the orphan children,some guardian of orphan children an some institutional caregivers who take care them in the institution.We also follow the observation method of data collection.By using purposive sampling procedure we select our respondents from three institution.After conducting the study we found that orphan children are deprived from many facilities and opportunities which are helpful to become useful member of the society.They have no available and secure place where they can play and enjoy their childhood.They enjoy poor welfare services and have no proper health and recreational opportunities.They are also deprived from education do not get sufficient vocational training through which they can live on their own legs.Besides the perception of the community people toward orphan children is not sympathetic that's why there is lack of informal support system for them.So the orphan children can not survive as a complete human being and involve with some anti social activities.To ensure a bright future for the orphan children and make them valuable member of the society government should take necessary steps as well as people should increase the humanity towards orphan children. CONTENTS

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1. Child Abuse

One of the most prevalent issues facing orphan children in India is child abuse. Both boys and girls across the country are vulnerable to this, and even so within poorly-regulated orphanages and shelters. But to this day, most of the orphan population of India is out on the streets, vulnerable to trafficking as well as child abuse among a variety of other dangers.

2. Malnutrition

Many orphan children in India are also at risk of malnutrition or are already suffering from it given that most orphans are not in shelters and orphanages. Malnutrition can lead to a broad range of health concerns, such as poor eyesight, stunted muscle and bone growth, impaired mental development, etc.

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Legal Rights of Orphan Children in India– An Attempt to Study the Role of Society

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“He Who says always ‘my’ and ‘I’ His ego does everything destroy It binds the feet tight as chain, It acts like a noose of death and pain.” My Name Is ‘TODAY We are guilty of many errors and many faults, but our worst crime is abandoning the children; neglecting the fountain of life. Many things we need can wait, but the child cannot. Right now is the time; His bones are being formed, His blood is being made, His senses are being developed. To him, we cannot answer, “Tomorrow”, His name is “Today”. Belonging to such a great country called INDIA and adhering to its largest constitution in the world makes me feel proud in itself. A constitution is an aggregate of fundamental principles or established precedents that constitute the legal basis of a polity, organization, or other types of entity, and commonly determine how that entity is to be governed. In layman’s language, the constitution is a rule book to which all the living, non-living people or things are bound to follow under all conditions. An attempt to explore legal rights and liabilities of teenage (12-17 years, growing age) orphans which cast light on Scenario and Status of the orphans across the country and thereby suggesting legal measures contrived for the welfare of orphanage and personal identity of orphan children in the country. But still few questions are left to be answered like: the adequacy of human rights and issues related to governance? What is the Status of Orphan Children in India? What are challenges still faced by them? What behavioral and emotional problems are faced by them?

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Suggested Citation: Suggested Citation

Dr. Devnarayan Meena (Contact Author)

Department of law, mohanlal sukhadia university, udaipur ( email ).

MOHANLAL SUKHADIA UNIVERSITY UDAIPUR (RAJASTHAN) INDIA UDAIPUR, Rajasthan 313001 India +917790925368 (Phone)

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Rethinking the architecture of Orphanages

The first orphanage ever built goes back to the 17 th century when babies were abandoned and thousands of children were left to fend for themselves in extreme poverty. Orphanages became a sanctuary for these children where values were instilled in them, they were cared for, offered love and protection, and a place to be called as their home. However, the conditions of the space by today’s standards were not ideal.

Rethinking the architecture of Orphanages - Sheet1

The communal living space was mostly overcrowded with lots of children all in one room with beds stacked after one another with metal railings. They had one dining space where all children would gather to eat, and generally, there was a lack of outdoor spaces.

Rethinking the architecture of Orphanages - Sheet2

Children are the future of any society, and they need a safe environment to grow up and be able to contribute. Architects for years now have been taking a different approach to designing orphanages, putting orphans’ feelings of loneliness, fear, and confusion at the forefront to provide them safety and give them a sense of family that could enhance their physical and psychological developmen t.

Urko Sanjez Architects design of orphanage

Rethinking the architecture of Orphanages - Sheet3

Urko Sanjez Architects partnered with SOS children’s village in Djibouti, an international organization that identifies children in need of assistance or orphans and gathers groups of children, with each one having a mother to look after them and ‘aunties’ that will assist the mothers. It is usually run at the top by one director usually labelled as the ‘father of the community’.

Rethinking the architecture of Orphanages - Sheet4

Looking at the traditional architecture of the region, a pattern of the “Medina” was realized, and Urko Sanchez decided to use that as the concept for this orphanage. They conceived it as a project to be integrational, reflect the identity of SOS children, and generate a sense of community. A perimeter wall with small perforated openings was created to provide a secure space for children inside. The medina for children was created to consist of fifteen units, with squares around trees providing open spaces, well-ventilated pathways, and a secured playground.

Rethinking the architecture of Orphanages - Sheet5

On the ground floor, each unit consists of three bedrooms for the children with two shared bathrooms, a living room, kitchen, and dining area, which are open between the inside and outside, reflecting on traditions of being under the stars and creating a sense of fluidity. The first floor houses the aunties’ and the director’s rooms. This orphanage was also created to incorporate vegetation, not just in the landscape but also around the house to give the children the opportunity to take care of it, grow with it, and eventually benefit from it.

Rethinking the architecture of Orphanages - Sheet6

This project has a few architectural elements that are designed to stand out, for example, the absence of doors in the openings, the latticework mashrabiya , which offers ventilation and allows the mother to keep an eye on the children while they are out playing freely, and the ventilation towers that were designed at critical points of the project to capture cool air and transfer it to the lower levels.

Rethinking the architecture of Orphanages - Sheet9

What makes this orphanage interesting, aside from its soft homogeneous finishes, is it is designed contextually and purely for bettering the children’s feelings and development.

ZAV Architects, Orphanage for Girls

Rethinking the architecture of Orphanages - Sheet12

ZAV Architects designed an orphanage in Iran taking the form of a residential centre specifically for orphaned girls between the ages of seven to seventeen. The site is part of the city’s historic fabric. The project being specifically for children revived the area. The orphanage’s design aim follows that of a home, creating private rooms and social spaces to provide a sanctuary for the girls to be able to live freely, study, play, and, most importantly, feel secure.

Rethinking the architecture of Orphanages - Sheet13

Although the typology of this structure was created with an introverted typology with the use of two wings going inwards in a curved overhang, due to the location and surroundings, it holds a unique character through the coverable balconies with yellow curtains that allow the girls that are wearing hijabs to have an inside-outside space relationship while adhering to their strict religious context.

Rethinking the architecture of Orphanages - Sheet15

“They can express themselves through the changing festivities of mourning and celebration or the changing seasons by changing the ‘Hijab’ of their balconies, just like they are used to wearing and changing their Hijab and Chador in accord with the town’s cultural timeline, reminding aesthetics of censorship”, says ZAV Architects.

Rethinking the architecture of Orphanages - Sheet16

This orphanage breaks the conventional rules of social norms, what is defined as a dormitory, and offers the children a sense of quality living and belonging.

When children become orphans, they tend to be left with a void they have to live with for the rest of their lives feeling lost, sad and confused. Orphanages were created to take them in, provide them with a space they can be cared for, and feel safe. The role architecture has to play in rethinking the way they are designed is very crucial; It goes beyond just feeling safe and cared for. A good design will allow children to grow into their very best selves psychologically, mentally, and physically, and eventually grow up to be ready to conquer the world. Children, after all, are at the core of making the future a better place.

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Doppelt, V. (n.d.). Barnardo’s Orphanages – A Victorian Institution . [online] Available at: https://www.illustratedpast.com/england/orphanages.html [Accessed 1 May 2022].
‌Floornature.com. (n.d.). Urko Sanchez: SOS Children’s Village in Djibouti | Floornature . [online] Available at: https://www.floornature.com/urko-sanchez-sos-children39s-village-djibouti-15100/.
Floornature.com. (n.d.). Urko Sanchez: SOS Children’s Village in Djibouti | Floornature . [online] Available at: https://www.floornature.com/urko-sanchez-sos-children39s-village-djibouti-15100/.
ARQA. (2020). Habitat for Orphan Girls . [online] Available at: https://arqa.com/en/architecture/habitat-para-ninas-huerfanas.html [Accessed 1 May 2022].
Anon, (2018). ZAV Architects designs orphanage with covered balconies for girls in Iran . [online] Available at: https://www.middleeastarchitect.com/projects/40395-zav-architects-designs-orphanage-with-covered-balconies-for-girls-in-iran.
‌ArchShowcase. (2018). Habitat for Orphan Girls, in Khvansar, Iran by ZAV ARCHITECTS . [online] Available at: https://www10.aeccafe.com/blogs/arch-showcase/2018/04/03/habitat-for-orphan-girls-in-khvansar-iran-by-zav-architects/ [Accessed 1 May 2022].

An architectural masters graduate with a passion for design and writing. She holds a strong attitude to overcome obstacles combined with an optimistic character used to bring value to whatever project she is working on. She is organized, motivated, self-confident and success oriented.

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Hearing Community Living Case Study: Child With Hearing Loss Before Age 3

A child whose hearing loss is identified before the age of 3, candidate for hearing aids and is receiving speech therapy services

After seeing an audiologist and awaiting hearing aids, she needs amplification for speech therapy sessions so she can interact and receive aural stimulation from the therapist.

Possible Recommendations:

A small handheld amplification system would work well in therapy sessions. Options include a pocket talker, comfort duett, or a two-piece uni, such as the Phonak pen and ear-level receiver.

Goals and Outcomes:

She will hear sounds and speech around her and develop language skills. She will participate in music therapy, or other therapy, to increase her language skills.

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Fbi is still mishandling child sex crimes even after nassar case, watchdog finds.

US gymnasts including Simone Biles, left, arrive to testify during a Senate Judiciary hearing about a prior Inspector General report on the FBI handling of the Larry Nassar investigation of sexual abuse of Olympic gymnasts in 2021 in Washington, D.C.

The Justice Department’s internal watchdog has found continued shortfalls in the FBI’s handling of tips about child sexual abuse despite a series of changes put in place following the bureau’s bungled handling of the Larry Nassar scandal .

Inspector General Michael Horowitz’s office examined 327 cases between October 2021 and late February 2023. It says it found no evidence that FBI employees complied with mandatory reporting requirements to local or state law enforcement in nearly half the cases.

“It’s critically important that the FBI appropriately handle all allegations of hands-on sex offenses against children,” Horowitz said. “Because failure to do so can result in children continuing to be abused and perpetrators abusing more children.”

In one of the cases examined in the audit, the inspector general’s office found that a registered sex offender allegedly victimized a minor for a 15-month period after the FBI initially became aware of the abuse allegations.

In its response to the audit, the FBI said in a letter to the IG that it takes seriously the “significant compliance issues” outlined in the report, and will “continue to work urgently to correct them.”

The latest inquiry follows the inspector general’s examination of how the FBI handled sexual abuse allegations against Larry Nassar, the longtime USA Gymnastics doctor who sexually abused gymnasts—including members of the U.S. women’s national team-—for years.

FBI had vowed to change

In that case, the FBI took few steps to act on tips that Nassar abused young gymnasts, and also failed to share information with other FBI offices or state and local authorities.

In the wake of the Nassar scandal, FBI Director Christopher Wray said the bureau's failed to protect the victims.

"It never should have happened, and we're doing everything in our power to make sure it never happens again," he told Congress at the time.

At the same time, the FBI began to make changes to how it documents and reviews cases of child sexual abuse, including steps to ensure that complaints are addressed quickly.

But the new report from the inspector general makes clear that the FBI is still falling short in several areas, including in reporting suspected child abuse to other law enforcement agencies, and in sharing of tips with other FBI field offices.

In a statement, the Democratic chairman of the Senate Judiciary Committee, Dick Durbin (Ill.), said “it’s shameful that the FBI is continuing to fail victims.”

“Today’s report shows that new policies implemented by the FBI to address these egregious failures are effectively being ignored, leading to similar abuses as seen in the Nassar investigation," he said.

Also flawed tip system

All FBI personnel are required to report suspected child abuse to state, local and tribal law enforcement and social services. But in 47% of the cases the inspector general reviewed, it found “no evidence” that FBI employees complied with mandatory reporting requirements.

Of the reports that were filed, it said, only 43% were made within 24 hours, as required by FBI policy.

The inspector general found similar shortcomings with the FBI’s compliance with its new tips management system, including a policy that requires verbal contact and a confirmed receipt when transferring abuse complaints or cases between FBI field offices.

The report found that the FBI did not document and process all allegations into its new system, and in 73% of cases or allegations transferred between field offices, there was no evidence of verbal contact or confirmed receipt as required by FBI policy.

Durbin, the Judiciary Committee head, said he would hold a hearing on the matter later this year.

Blog The Education Hub

https://educationhub.blog.gov.uk/2024/08/19/fines-for-parents-for-taking-children-out-of-school-what-you-need-to-know/

Fines for parents for taking children out of school: What you need to know

Every moment in school counts and days missed add up quickly. Evidence shows that pupils who have good  attendance  enjoy better wellbeing and school performance than those who don't.

The school day is split into two sessions – one session counts as a morning or afternoon spent in school. There are only a few occasions where a child is allowed to miss  school , such as illness or where the school has given permission because of an exceptional circumstance.

However, if your child misses school without a good reason, local councils and schools can intervene and you may be issued a fine.

We’ve also introduced a national framework which will mean all councils have the same rules in place for when they need to consider a fine. We explain more on this below.

It’s important to note that children with long-term medical or more serious mental health conditions, and those with  special educational needs and disabilities  may face additional barriers.

For children who face complex barriers to attendance, schools should have sensitive conversations with children and families and work with them to put support in place for their individual needs.

How much could I be fined if my child misses school?  

In the majority of cases, schools and local authorities will try and provide support to help you improve your child’s attendance first, but if this isn’t effective or the absence is for unauthorised term time holiday, parents may face paying a fine.

It’s the responsibility of the local authority to decide when to issue fines to parents, meaning the process varies from council to council.

However, under the national rules, all schools are required to consider a fine when a child has missed 10 or more sessions (5 days) for unauthorised reasons.

From August 2024, the fine for school absences across the country will be  £80 if paid within 21 days , or  £160 if paid within 28 days . This rate is in line with inflation and is the first increase since 2012.

In the case of repeated fines, if a parent receives a second fine for the same child within any three-year period, this will be charged at the higher rate of £160.

Fines per parent will be capped to two fines within any three-year period. Once this limit has been reached, other action like a parenting order or prosecution will be considered.

If you’re prosecuted and attend court because your child hasn’t been attending school, you could get a fine of up to £2,500.

Money raised via fines is only used by the local authority to cover the costs of administering the system, and to fund attendance support. Any extra money is returned to the government.

How can you be sure parent fines are fair?

Fines are a last resort, and parents will be offered support to help improve their child’s attendance first. The vast majority of fines for unauthorised absence (89%) are issued for term time holidays.

If your child is facing barriers to school attendance due to special education needs or disabilities (SEND), schools, local authorities and wider services are required to work together to provide the right support in the first place.

What if my child needs to miss school? 

Your child must attend every day that the school is open, unless:

Your child is too ill to attend that day.
You have asked in advance and been given permission by the school for your child to be absent on that day due to exceptional circumstances.
Your child cannot attend school on that day because it is a day you are taking part in religious observance.
Your local authority is responsible for arranging your child’s transport to school and it is not available on that day or has not been provided yet.
You are a gypsy/traveller family with no fixed abode, and you are required to travel for work that day meaning your child cannot attend their usual school.

What happens if my child misses school without a good reason? 

If your child is absent and you haven’t received advance permission from the headteacher to take your child out of school, the school and local council may take action.

Before that, your child’s school and your local council are expected to support you to improve the child’s attendance before any measures are put in place .

These measures can include:

Issue a fixed penalty notice, otherwise known as a ‘fine’  – your local council can give each parent a fine. If you do not pay the fine after 28 days you may be prosecuted for your child’s absence from school.
Seek an Education Supervision Order from the family court  – if the council thinks you need support getting your child to go to school but you’re not co-operating, they can apply to a court for an Education Supervision Order. A supervisor will be appointed to help you get your child into education. The local council can do this instead of, or as well as, prosecuting you.
Prosecute you  – this means you have to go to court. You could get a fine, a community order or a jail sentence up to three months. The court could also give you a Parenting Order.

Why is attendance important? 

For most pupils, the best place to be during term-time is in school, surrounded by the support of their friends and teachers.

This is important not just for your child’s learning, but also for their overall wellbeing, wider development and their mental health. It’s not just children who fail to attend school who miss out, but those around them too.  

We’re working with schools and local councils to improve attendance by supporting them to reset the relationship between schools, families and the government to ensure children have the best start to life.

You can read more about what we’re doing to help schools improve attendance on the Education Hub .

Sharing and comments

Share this page, related content and links, about the education hub.

The Education Hub is a site for parents, pupils, education professionals and the media that captures all you need to know about the education system. You’ll find accessible, straightforward information on popular topics, Q&As, interviews, case studies, and more.

Please note that for media enquiries, journalists should call our central Newsdesk on 020 7783 8300. This media-only line operates from Monday to Friday, 8am to 7pm. Outside of these hours the number will divert to the duty media officer.

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