Forces Children Scotland 21 hours ago
Lesley Ure, Community and Service Lead at King’s Group Academies, recently organised a collaborative event in Helensburgh around Scotland’s Schools: Supporting Service Children and Families. Here is why she chose to gather in Helensburgh, and what the experiences of children from Submariner families can tell us about Forces life in general.
Over the past couple of years, I’ve been building stronger connections with colleagues and schools across Scotland.
This was initially shaped by a growing awareness of the movement of submarine training to Faslane, and what that might mean for children and families — both those already living in Scotland, and those who may move there in the future. It prompted important questions about transition, continuity and how well our systems are prepared to support children through change.
Transition has long been a focus of my work. Not just in relation to Service children, but more broadly — how we support any child entering a new school, a new community, or a new phase of education. Done well, this is something that benefits all children. But for those from Service families, where movement and uncertainty can be a regular part of life, it becomes even more critical.
Last month’s session in Helensburgh was an opportunity to bring this into focus. Schools, partners and colleagues came together to reflect on what is working well, where challenges remain, and what genuinely helps children and families experiencing change.
At the same time, I’ve been reflecting on the recently published Camouflaged in the education system report, alongside the voices of young people shared through this year’s Month of the Military Child activity.
What stands out is how closely these perspectives align.
Children and young people speak clearly about what matters to them — feeling understood, not having to explain their story repeatedly, and being able to find their place quickly when they move. They describe the impact of separation, uncertainty and change in ways that are simple, but deeply powerful.
In Helensburgh, we heard the same messages — this time from schools.
We spoke about transition not as a single moment, but as something ongoing. About the challenges of information not always moving with the child. About the importance of relationships, and how much difference it makes when a child feels known early on.
What children describe in terms of belonging, schools recognise as the need for consistency.
What children describe in terms of being understood, schools recognise as the importance of information sharing and communication.
Different language — but the same experience.
The report reinforces this further. It highlights that children’s experiences of transition, separation and loss are not isolated issues, but interconnected — shaping their wellbeing, relationships and engagement with learning. It also points to a clear gap between what children say they need and what systems are currently able to provide.
What we are seeing, both through research and through practice, is not a lack of care or commitment.
It is a lack of connection.
There is strong practice across schools. There is genuine commitment to supporting children and families well. But too often, that support relies on individuals rather than being consistently embedded. Information is not always transferred effectively. Support is not always sustained across transitions. And children can find themselves starting again — rebuilding relationships, retelling their story, and re-establishing support.
At the same time, there is a clear appetite to work differently.
In Scotland, there was a strong sense of willingness to collaborate, to share practice, and to strengthen how support is delivered. The opportunity now is to build on that — not by introducing new frameworks, but by connecting what already exists.
This means:
Because ultimately, this is not just about systems or structures.
It is about how it feels for a child to arrive somewhere new.
To navigate change alongside everything else that comes with Service life.
And to find, as quickly as possible, a sense of belonging.
The conversations in Scotland, alongside the voices of children and young people, point us in the same direction.
The insight is there.
The practice is there.
The next step is making sure the system works with them — not around them.
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