Can a child help choose their foster family?

Yes. A child can help shape the decision about which foster family they live with, although the process is not usually a choice made by the child alone. In England, the local authority must find out the child’s wishes and feelings and take account of their age and understanding when making care and placement decisions.

The way a child takes part will depend on their development, communication needs, previous experiences and the circumstances leading to care. A social worker may talk with them directly, use play or other communication methods with younger children, or involve an advocate where the child would benefit from independent support. The child should be given information they can understand about the available options and what moving to a foster family may involve.

A child may be able to express preferences about practical matters such as:

• the area where they live and how far they are from school, friends or important people;
• whether they would like to live with other children or pets;
• their routines, interests and activities;
• their cultural, religious or dietary needs; and
• the type of household in which they feel comfortable.

These preferences help social workers identify foster families whose household, skills and location may be suitable. For example, a child who is anxious about changing school may need a placement that makes it practical to remain at the same school. A child who communicates in a particular way may need carers with relevant experience or access to suitable support.

There is no single age at which a child gains an automatic right to decide where they live. A teenager’s views may carry significant weight, but younger children’s views are also important. Professionals consider what the child is saying, why they feel that way and whether they understand the likely consequences. A preference may change as the child receives more information or as their circumstances develop.

In a planned placement, the child may be introduced to the prospective foster family before moving in. This could involve sharing an age-appropriate profile, arranging a conversation or meeting, or planning visits where this is suitable. The child can ask questions and explain what would help them feel safe. However, introductions are not always possible, particularly when a child needs somewhere to stay urgently. In those circumstances, professionals still need to communicate with the child and review the placement as soon as possible.

A child’s objection does not automatically prevent a placement, but it should never be dismissed. Social workers need to understand the reason for the objection and consider whether it identifies a genuine risk, an unmet need or a misunderstanding that can be addressed. If a proposed placement cannot meet the child’s needs safely, another option may need to be considered.

The final decision is made by the responsible professionals using all the available information. They consider the child’s views alongside the approved foster carers’ assessment, the care plan, safeguarding information, education, health, identity, relationships and the practical arrangements for daily care. The aim is to make a lawful and well-informed decision, rather than to find a family that simply matches a list of preferences.

Prospective foster carers should therefore expect children to have a voice in the process, while recognising that a child may be cautious, undecided or unable to explain their feelings clearly. Carers should listen without making promises they cannot keep, avoid asking a child to choose them, and give the child time to form a view. Their role is to provide honest information about their household and work with social workers to help the child understand what living with them may be like.

A child’s participation does not end on moving day. Their views should continue to be heard through visits, reviews and everyday conversations. If the child says that the arrangement is not working, the social worker and foster carers should explore the reasons, consider what support or changes are needed, and ensure the child knows how to raise concerns independently.