How is a teenager involved in decisions about their foster placement?

A teenager is involved in foster placement decisions through an ongoing process of consultation, planning and review. Their views should influence decisions about where they live, who supports them, contact with family, education, health care and day-to-day arrangements, although the final decision may also depend on safeguarding duties, legal orders, professional assessments and what can be safely provided.

Before a placement is agreed , the social worker gathers information about the teenager’s personality, routines, relationships, identity, interests, education, health and support needs. The teenager should be given an opportunity to describe what matters to them and what they would find difficult. This may include preferences about:

• the area where they live and how close they are to family, friends or school;
• the make-up of the foster household, including other children and pets;
• the carers’ approach, interests, culture, faith and understanding of their needs;
• contact with parents, siblings and other important people; and
• privacy, personal space, routines and boundaries within the home.

A teenager’s preference is considered alongside the need to find a safe and suitable placement. They may not be able to choose a particular foster home, and a proposed placement may not meet every preference. However, professionals should explain the reasons for decisions rather than leaving the teenager uncertain about what is happening.

Information should be shared in a way the teenager can understand. Social workers and foster carers may need to avoid professional jargon, break complicated information into smaller parts, use written summaries or visual explanations, and check that the teenager has understood. Age is relevant, but it is not the only consideration. A younger teenager may express a clear and well-considered view, while an older teenager may need additional help because of trauma, communication needs, learning difficulties or mental health concerns.

The teenager’s participation may happen through direct conversations, preparation meetings, placement introductions, care planning meetings and looked-after child reviews. They can usually contribute by attending all or part of a meeting, speaking privately with their social worker, providing written views, or asking a trusted adult or advocate to help present their position. If they do not want to attend, their views should still be obtained in another suitable way.

An advocate can help when the teenager feels unheard or finds meetings difficult. An advocate is independent of the foster household and can help the young person understand their rights, express their wishes and feelings, raise concerns and take part in complaints or reviews. The social worker should explain how advocacy can be accessed, particularly if the teenager disagrees with a decision or is worried about speaking directly to professionals.

Foster carers contribute important observations, but they do not make all placement decisions themselves. They should listen to the teenager, pass on relevant concerns and support them to communicate with the social worker and other professionals. A carer should not pressure a teenager to give a particular answer or promise that a preferred outcome will happen. They should also explain ordinary household expectations clearly, distinguishing between negotiable arrangements and safeguarding requirements.

Some decisions can be shared with the teenager, while others require adult or professional authority. Everyday choices may include clothing, food, hobbies, room arrangements, activities and how contact is organised within an agreed plan. More significant matters, such as changes of placement, restrictions, medical treatment, education arrangements or contact decisions, may involve the local authority, parents, the courts or health professionals. The teenager’s wishes remain relevant even where another person has the legal authority to decide.

Consent and confidentiality should also be explained carefully. A teenager can ask who will be told what they have said, but information may need to be shared if there is a risk of harm or a safeguarding concern. Professionals should explain the limits of confidentiality before sensitive discussions wherever possible. This helps the teenager understand how their information is used and why some action may be necessary.

Placement decisions should be revisited rather than treated as one-off choices. A teenager’s circumstances, relationships and ability to manage day-to-day life can change. During reviews, the social worker should ask whether the placement is meeting the teenager’s needs, whether contact arrangements remain appropriate, what is working well and what needs to change. The teenager can raise concerns about feeling unsafe, not being listened to, conflict in the household, school difficulties or a wish for greater independence.

Foster carers can support meaningful participation by making time for private conversations, using the teenager’s preferred communication style, recording their views accurately and giving feedback after meetings. If a requested change cannot be made, the carer and social worker should explain the reasons, identify any alternatives and agree when the matter will be reviewed. This approach gives the teenager a clear role in their care without placing responsibility for adult decisions on them.

Where a teenager disagrees with a placement decision, they can ask for the decision to be reconsidered, speak to their social worker or independent reviewing officer, seek advocacy and use the relevant complaints process. They should also be told what will happen next and who is responsible for responding. Participation is not simply asking for an opinion; it means giving the teenager understandable information, taking their views seriously, recording how those views affected the decision and providing a clear explanation where the outcome is different.