LAUSR

This article assesses the significance of generalist and designated schoolteachers for the educational experiences of children in care. Data were gathered from semi-structured interviews with 21 care-experienced individuals aged between 18 and 27 and three senior employees of a children’s services department in an English local authority. Participants discussed the importance of relationships with key adults and peers, the complexity of disclosing their care status and their commitment to education. The results show that generalist teachers offer considerable support to children, far beyond their statutory responsibilities, but that the designated teacher role, although important, is not understood or utilised by their fellow teachers and the majority of pupils who are in care.