Gaining insight into the participation of looked after children in decisions regarding their care is crucial for shaping policy, training programmes, and best practice guidance while upholding and advocating for children’s rights. Within this population, individuals with learning disabilities represent a significant group, making their distinctive experiences crucial to understand. Despite this, there remains limited attention given to the lives of looked after children with learning disabilities, with a notable gap in research dedicated to exploring their unique experiences concerning their participation in decisions made around their care. This study set out to understand the participatory experiences of looked after children with learning disabilities, with the overarching aim of identifying how practice in this field can be improved. This study explores the experiences and perspectives of nine looked-after children with learning disabilities through creative interview techniques. Tools utilised included those most likely to be familiar with the children due to their common use within social work practice. A flexible approach prioritised children’s individual learning needs, communication needs and preferences. The research design also incorporated six focus groups attended by thirty-one social workers and social work students. A thematic approach to analysis was employed. The findings reveal considerable differences in the participatory experiences of these children. Factors influencing their participation encompass individual aspects, such as the child’s age and specific learning needs; professional factors, including expertise, training, and confidence of social workers; and systemic elements, such as workloads and the availability of participatory systems and processes. The study underscores the critical role of relationships and the use of creative approaches to fostering effective and meaningful participation, whilst also advocating for policy and systems changes to underpin such practice. The thesis concludes that children with learning disabilities possess both the capacity and desire to participate more actively in participatory practices. However, these practices are often inconsistent, resulting in varied experiences for children. Recommendations are provided to enhance participatory practices, aiming to better support the participation of children with learning disabilities in decision-making processes related to their care.
| Date of Award | 7 Jul 2025 |
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| Original language | English |
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| Supervisor | Dimi Kaneva (Main Supervisor) |
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