What do foster carer standards require about equality and inclusion?

Equality and inclusion requirements mean that fostering services must assess whether carers can provide fair, individualised care and protect a child from discrimination. This is not limited to treating everyone identically. Foster carers must understand what makes each child distinct, identify barriers to participation and make appropriate adjustments so the child can take part in family, school and community life.

In England, these expectations are reflected in the fostering national minimum standards, the child’s care plan and relevant equality and safeguarding law. The exact support required will depend on the child’s circumstances, age, development, wishes and assessed needs. Foster carers are expected to work within the policies of their fostering service and raise concerns when those arrangements do not meet the child’s needs.

Respecting identity in everyday care

A carer should help a child understand and value their identity rather than expecting them to fit into the routines or assumptions of the household. This can involve:

• using the child’s preferred name and, where appropriate, pronouns;
• making space for familiar foods, clothing, personal care routines, celebrations and forms of expression;
• supporting access to faith, cultural or community activities where these form part of the child’s life;
• helping the child maintain appropriate links with people who understand their background; and
• ensuring that photographs, school information, records and conversations describe the child respectfully and accurately.

Carers do not need to have the same background or beliefs as a child. They do need to be willing to learn, ask respectful questions, avoid assumptions and seek advice when they are unsure. A child should not be made responsible for educating the adults around them about their own identity.

Preventing discrimination and responding to prejudice

Standards require carers to challenge discriminatory language, bullying and exclusion. This applies whether the behaviour comes from another child, an adult, a peer group or someone in the wider community. Ignoring a comment can suggest that it is acceptable, while an aggressive response can make a child feel less safe. The appropriate response is to protect the child, address the behaviour calmly, record and report significant incidents, and follow the fostering service’s safeguarding and complaints procedures.

Carers should also examine their own decisions. For example, household rules should have a clear care or safety purpose and should not unnecessarily prevent a child from observing their faith, communicating in their preferred way, joining activities or maintaining important relationships. Equal treatment does not mean applying a rigid rule when an adjustment is needed to achieve a fair outcome.

Making reasonable adjustments

Inclusion may require practical changes. A child with a disability or health condition might need adapted equipment, a different sleeping arrangement, support with personal care, transport assistance, additional time to complete tasks or a quieter way to take part in family activities. A child who has experienced trauma may need information repeated, choices presented carefully or routines introduced gradually.

Carers are not expected to make decisions about specialist provision alone. They should discuss possible adjustments with the supervising social worker, the child’s social worker and other professionals involved in the care plan. Needs should be reviewed as the child develops or as new information becomes available. A placement should not be treated as inclusive simply because the household is willing; the practical resources and support must also be considered.

Communication and participation

Children should be able to understand what is happening to them and express their views in a way that suits their age and communication needs. This may mean using an interpreter, visual aids, accessible documents, assistive technology or specialist communication support. It may also mean allowing more time for a child to answer and checking that they have understood rather than assuming silence means agreement.

Foster carers should listen to the child’s wishes and feelings about routines, contact, education, health appointments and activities. The child’s view will not decide every issue, particularly where safety or legal responsibilities apply, but it should be taken seriously and shared with the relevant professionals. Explaining decisions honestly helps the child understand why a preferred option cannot be followed.

Supporting relationships and belonging

Equality and inclusion also apply to the child’s relationships. Depending on the care plan and any court directions, carers may need to support contact with parents, siblings and other significant people. They should avoid making negative assumptions about a child’s family, background or community and should help the child manage differences between households respectfully.

Foster carers can promote belonging by including the child in household activities while recognising that inclusion does not mean erasing previous relationships or experiences. A child should have appropriate privacy for personal matters and should not be expected to share private information with visitors, relatives or other children in the home.

What is considered during assessment and review

During assessment, the fostering service will consider whether applicants can care for children whose experiences and identities may differ from their own. This can include exploring attitudes, personal values, relationships, community connections, experience of difference and willingness to undertake learning. The assessment is not a test of having specialist knowledge before approval. It is an examination of openness, judgement, self-awareness and the ability to put a child’s needs first.

The household is considered as a whole. Everyone living in the home should understand that discriminatory behaviour is unacceptable and that a fostered child’s information must be treated confidentially. The fostering service may also consider how existing children in the household feel about fostering and what preparation or support they need.

After approval, equality and inclusion remain part of supervision, training, placement planning and reviews. A carer may be asked to reflect on an incident, complete relevant training, change a routine or work with professionals to improve support. Keeping notes about important decisions and incidents can help demonstrate that the child’s needs have been considered and that concerns have been acted upon.

Practical steps for prospective foster carers

• Ask how the fostering service assesses equality, identity and inclusion during the assessment.
• Consider which aspects of a child’s background you understand and where you would need guidance.
• Be honest about any support, equipment or training that might be needed.
• Find out how the service responds to discriminatory incidents and how children can make complaints.
• Think about how your household would protect confidentiality while helping a child feel included.
• Be prepared to review your approach rather than assuming that one set of arrangements will suit every child.

The central test is whether the proposed care can give the child genuine respect, participation and protection from exclusion. Foster carers who are reflective, willing to learn and prepared to adapt their practice are better placed to meet this requirement consistently.