Recognising and Supporting Young Carers

Children and young people who provide care for family members are often described as young carers. Their role can be significant, yet their role and experiences frequently remain hidden.

A young carer is a child or young person who provides care for a family member who may be ill, disabled, experiencing mental health difficulties or affected by substance misuse. Their responsibilities may include practical tasks such as cooking, cleaning, helping with medication or assisting with personal care.

Their caring role may involve supporting a parent or family member who experiences physical disability, chronic illness or mental health difficulties. In some situations, young carers may provide emotional support, supervise siblings, or assist with communication where language barriers exist.

For many young carers, these responsibilities form part of everyday family life. However, the impact on their own wellbeing, education and social development can be significant.

Many young carers remain unrecognised because families may not identify the child as a carer, or the young person may not wish to draw attention to their circumstances. Increasing professional awareness is therefore an important step in ensuring appropriate support is available.

The 2021 census identified over 120,000 young carers aged 5-17 in England however; the true number is likely to be greater as many young carers remain hidden from services or do not self-identify as carers.

Balancing caring responsibilities with school life can present challenges. Whilst many young carers demonstrate resilience, empathy and maturity, the pressure of their additional caring responsibilities create pressures that affect their education and wellbeing.

Some young carers may experience disrupted attendance due to responsibilities at home or because they accompany family members to medical appointments. Others may struggle with concentration or fatigue if caring responsibilities impact sleep or emotional wellbeing or if they experience anxiety about the wellbeing of the person they care for while they are at school. Young carers may also experience social isolation. They may feel different from their peers or feel unable to talk openly about their home circumstances.

These pressures can affect both academic progress and mental health. Recognising these challenges is an important part of ensuring appropriate safeguarding and pastoral support.

Schools are often well placed to identify and support young carers. Staff may notice patterns such as frequent lateness, tiredness, anxiety about returning home, or reluctance to participate in extracurricular activities.

However, identification is not always straightforward. Children may not recognise themselves as carers or they may feel protective of their family’s privacy. A sensitive and non-judgmental approach is therefore essential.

Creating a culture of understanding can help ensure that young carers feel supported rather than stigmatised.

Caring responsibilities do not automatically mean a child is experiencing harm. However, professionals should consider whether the level of responsibility placed on a young person is appropriate for their age and development.

Where caring responsibilities appear excessive or impact wellbeing, early help approaches may be appropriate. Early help assessments, family support services or referrals to specialist organisations can provide additional support while helping to protect the child’s wellbeing.

Young carers often demonstrate exceptional responsibility, empathy and resilience. With appropriate support, they can thrive both academically and personally. A child-centred safeguarding approach ensures that the young person’s voice is heard and that their needs remain central to any support provided.

Promoting understanding helps challenge assumptions that childhood experiences are the same for all young people. Recognising difference enables more inclusive and responsive support systems.

For many children, simply being recognised and understood can have a significant positive impact on their wellbeing and educational experience.

SSS Learning

30 March 2026