Children's Needs – Parenting Capacity - Digital Education Resource ...

Child development and parents’ responses – adolescence 183a boyfriend any more. He was 24 and I saw him for three years. He treated melike a pig, he wanted a baby but I wasn’t ready. I hope I am not pregnant, butwe will see.(Eighteen-year-old daughter of mother with a learning disability, quoted inCleaver and Nicholson 2007, p.89)Having parents who are not physically or emotionally available or have learningdisabilities can mean young people have not had the opportunity to discusscontraception or, equally important, how to develop strategies to act effectively inclose personal relationships. Similarly, young people need a degree of self-confidenceto be able to influence what happens to them in a sexual relationship. Growing upin a situation of domestic violence or with parents with alcohol or drug problems,learning disabilities or mental illness may have a negative impact on young people’sself-confidence, which makes it more difficult for them to ensure their views arerespected in intimate relationships.Education and cognitive abilityExpected abilityThe Education and Skills Act 2008 places a duty on young people to participate ineducation or training until the age of 18 (or until attaining a level 3 qualification).National statistics showed that in 2007 the majority (78.7%) of young peopleaged 16 to 18 years were in full-time education or attended some form of training;however, 9.4% were still outside education, training or work (Department forChildren, Schools and Families and Department for Innovation, Universities andSkills 2008). Most young people in compulsory education attend school regularly.Young people are more likely to be absent if they are from a deprived background.Young people need guidance to ensure their education is properly planned and suitstheir ambitions and abilities.Examinations can cause many teenagers, particularly those who are prone toanxiety, considerable stress. Although the majority cope well, a mentor in the formof a parent or teacher who offers support (both academic and emotional) can obviatenegative outcomes (Hodge et al. 1997).Possible impact on educationThere are several areas where parental problems can impact upon young people’sperformance at school: a failure to achieve their potential; behaviour which leads toschool exclusion; and a lack of attainment which may affect long-term life chances.Parental problems may mean that parents do not have the capacity to support olderteenagers with their school work and during the stressful period of examinations.