Karina's Story
I stepped away from classroom teaching to take on the role of Care Experienced Curriculum Officer in November 2024. I did so with a deep belief in the potential of every young person - particularly those whose stories have been shaped by care experience. My teaching background gave me a solid foundation in learning and pedagogy, but this role challenged me to think differently: to move beyond the classroom, to listen more than I spoke, and to truly co-create learning with young people.
This year, my work has centred on ensuring that care experienced pupils feel seen, heard, and valued - not as problems to be fixed, but as individuals with strengths, interests, and rights. Through the Supportive School Structure, I have been able to bring together education, social work, families, and community partners to reimagine what engagement in education can look like.
At the heart of my practice has been relationship-building. Many of the young people I work with have experienced disrupted trust in adults, so taking time to build genuine, consistent, and compassionate relationships has been essential. By focusing on strengths rather than deficits, I've seen pupils begin to take small but meaningful steps - attending more regularly, trying out new activities, and beginning to express what matters to them in their own words.
The collaborative, multi-agency nature of the work has been key. By sharing information, reflecting together, and maintaining a consistent trauma-informed approach, we've been able to remove barriers and celebrate small successes as significant progress. This has reaffirmed for me that when the adults around a young person work as a team, the young person begins to believe they are worth investing in.
Although the work has not been without its challenges - progress is rarely linear, and setbacks can be disheartening - the moments of breakthrough have been profound. Seeing a young person choose to engage, to trust, or to try something new reminds me why this work matters. The Supportive School Structure has provided the space and flexibility to respond to young people as individuals, to uphold their rights, and to honour their voices in every decision made.
Looking back, stepping into this role has deepened my understanding of education's purpose and GIRFEC. It's not simply about attainment; it's about belonging, connection, and hope. Supporting care experienced young people to find their place in learning - and in the world - has been both a privilege and a responsibility I carry with pride. As I return to the role of teacher, I'm looking forward to taking my experience from the project and implementing what I have learned to ensure that I continue to #KeepThePromise
