Can voluntary foster carers care for children with additional needs?

Voluntary foster carers can care for children with additional needs when the fostering assessment shows that they can meet those needs safely and consistently. Additional needs may be physical, developmental, sensory, medical, emotional, behavioural or communication-related, and a child does not always need a formal diagnosis for their needs to be considered during matching.

What may be included under additional needs?

Children and young people may need extra support with areas such as:

• mobility, personal care or physical health;
• medication, appointments or a health management plan;
• speech, language and communication;
• autism, attention deficit hyperactivity disorder or other neurodevelopmental differences;
• learning and development;
• emotional regulation, anxiety or the effects of trauma;
• behaviour that requires additional structure, supervision or risk management; and
• maintaining relationships with family members, school and other professionals.

The level of support required can vary considerably. A child with additional needs may be largely independent in some areas while needing close help in others. The important consideration is not the label attached to a need, but the practical support the child requires and whether the carer can provide it.

How suitability is assessed

During the assessment process, the fostering service considers the applicant’s ability to understand and respond to the child’s needs. This includes previous experience of caring for children or adults, transferable skills from employment or family life, confidence in working with professionals, and willingness to attend relevant training.

The assessment also considers the household as a whole. Factors may include the impact of fostering on existing children, the availability of suitable space, household routines, transport arrangements and the carer’s wider support network. A carer does not necessarily need specialist qualifications or professional experience before applying. They do need to be open about their experience and able to develop the knowledge and practical skills required for the children they are approved to care for.

Matching a child’s needs with a carer’s capacity

Approval does not mean that a carer must accept every placement involving additional needs. Each proposed placement should be considered separately. Information about the child’s health, development, behaviour, education, relationships and daily care should be shared so that the carer can make an informed decision.

Matching should take account of the child’s needs, the carer’s skills and experience, the household’s capacity, and the support available from the wider professional network. It may also consider whether the carer can manage appointments, school meetings, contact arrangements, specialist equipment or changes to the home. If a child’s needs are beyond the carer’s current experience, further training or a different placement may be more appropriate.

Training and preparation

Training helps voluntary foster carers understand how additional needs can affect a child’s communication, behaviour, independence and relationships. Depending on the placement, preparation may cover trauma and attachment, safeguarding, managing behaviour, communicating with children who use alternative methods, supporting education, equality and inclusion, and practical health or personal care.

Training is not a substitute for individual guidance. A child’s placement plan should explain their routines, known triggers, preferred communication, health information, important relationships and agreed responses to risks or behaviours. Carers should ask questions if information is unclear and raise changes in the child’s needs so that the plan can be reviewed.

Working with professionals and the child

Children with additional needs may have involvement from social workers, teachers, health professionals, therapists or other specialists. Foster carers are expected to contribute observations, attend relevant meetings and share information appropriately. Their day-to-day knowledge can help professionals understand what is working and where the child needs further support.

The child should also be involved in decisions in a way that reflects their age, understanding and communication needs. This may involve using visual information, simple explanations, additional processing time or communication support. A carer’s role is to help the child express preferences and participate in decisions, not to make assumptions based solely on a diagnosis or behaviour.

Practical adjustments at home

Some placements may require straightforward changes to routines, sleeping arrangements, communication methods or the physical environment. Others may involve equipment, personal care or more structured supervision. Any proposed adjustment should be considered in relation to the child’s safety, dignity and independence, as well as the needs of everyone in the household.

Foster carers should not introduce significant medical, behavioural or environmental arrangements without appropriate guidance. They should follow the child’s agreed plans, keep required records, report concerns and seek advice when circumstances change.

Support and financial considerations

Voluntary foster carers receive guidance and ongoing support appropriate to the placements they undertake. This may include advice from fostering professionals, review of the placement, access to training and help with working alongside the child’s wider network. The exact support depends on the child’s circumstances and the terms of the placement.

Allowances are intended to contribute towards the costs of caring for a child. The amount and any additional payments depend on the fostering service, the child’s needs and the approved arrangements, so these should be discussed directly before a placement is accepted.

Additional needs should therefore be considered as part of a detailed matching and support process rather than treated as an automatic barrier to fostering. Applicants who are willing to learn, communicate openly and work consistently with professionals may be able to provide effective care, provided the placement is within their assessed skills and the support available is suitable.