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'Forgotten' Millom looks to a new future with regeneration effort

The article from the BBC, titled "The hidden world of the UK's 'ghost children'," delves into the concerning phenomenon of children who have become disconnected from the education system and social services during and after the Covid-19 lockdowns. The piece, written by Hannah Barnes, sheds light on the plight of these so-called "ghost children," a term used to describe students who are not attending school and are not receiving any form of education or support.

The article begins by introducing the reader to the scale of the issue. According to the Children's Commissioner for England, Dame Rachel de Souza, there are approximately 94,000 children in England who are severely absent from school, meaning they miss more than 50% of their lessons. This number has risen significantly since the onset of the Covid-19 pandemic, which disrupted education systems worldwide and led to prolonged periods of school closures.

Barnes goes on to explain that the term "ghost children" is not just a metaphor but a stark reality for many families and educators. These children are often invisible to the systems that should be supporting them. They are not on the radar of social services, and their absence from school goes unnoticed or unaddressed. The article highlights the stories of several families and children to illustrate the human impact of this issue.

One such story is that of a 14-year-old boy named Sam (a pseudonym), who stopped attending school after the lockdowns. His mother, Sarah, explains that Sam struggled with anxiety and found it difficult to return to the classroom environment after months of isolation. Despite her efforts to seek help, Sarah found herself navigating a labyrinth of bureaucratic hurdles and waiting lists for mental health support. Sam's story is not unique; many parents report similar experiences of feeling abandoned by the system.

The article also discusses the broader societal implications of the rise in ghost children. Experts warn that these children are at a higher risk of exploitation, including involvement in criminal activities, gang recruitment, and even human trafficking. The lack of oversight and support leaves them vulnerable to negative influences and dangerous situations. The article cites a report from the National Crime Agency, which found that children who are out of school are more likely to be targeted by criminal gangs.

In addition to the immediate risks, the long-term consequences for these children are profound. Missing out on education can have lasting effects on their future prospects, including employment opportunities and overall quality of life. The article emphasizes that the issue of ghost children is not just a temporary problem caused by the pandemic but a symptom of deeper systemic failures within the education and social care systems.

Barnes interviews several experts and policymakers to provide a more comprehensive understanding of the issue. One such expert is Professor Lee Elliot Major, a social mobility expert at the University of Exeter. He argues that the rise in ghost children is a "social mobility time bomb," as it disproportionately affects children from disadvantaged backgrounds who were already facing barriers to education. The article also features insights from teachers and school leaders who are on the front lines of this crisis. They describe the challenges of trying to re-engage students who have become disconnected from the education system and the lack of resources and support available to them.

The article also explores the role of technology in exacerbating the problem. While online learning was a lifeline for many students during the lockdowns, it also highlighted and widened existing inequalities. Children without access to reliable internet or devices were left behind, and the transition back to in-person learning has been difficult for many. The article cites research showing that children from low-income families are more likely to be ghost children, as they face additional barriers to education, such as inadequate housing and parental unemployment.

In response to the crisis, the government has taken some steps to address the issue of ghost children. The article mentions the introduction of the National Tutoring Programme, which aims to provide additional support to students who have fallen behind. However, critics argue that these measures are insufficient and that a more comprehensive approach is needed to tackle the root causes of the problem.

The article concludes by calling for urgent action to address the issue of ghost children. It emphasizes the need for better coordination between schools, social services, and mental health providers to ensure that no child falls through the cracks. The piece also highlights the importance of early intervention and support for families to prevent children from becoming disconnected from the education system in the first place.

Overall, the article paints a grim picture of the hidden world of the UK's ghost children. It is a powerful and thought-provoking piece that sheds light on a pressing social issue and calls for immediate action to protect the most vulnerable members of society. The stories of the children and families affected by this crisis serve as a poignant reminder of the human cost of systemic failures and the urgent need for change.

Read the Full BBC Article at:
[ https://www.bbc.com/news/articles/ckg7g3krvkro ]