Taking a leadership role to support creativity in care by Paul Sullivan

The Promise recognised that children are not ‘passive recipients of care’ and that any care system must uphold all of their rights including health, education, housing etc.; that these rights are never compromised by contact with the ‘care system’. However, our ambitions should extend further. Instead, if a decision is made for the state to take on responsibility of caring for a child, then the obligation must be to provide a far greater level of support and opportunities to have their rights fulfilled.

This must also be true of the right to play, with the Promise also recognising the importance of access to physical activities, the outdoors and creative pursuits to create environments and experiences to support children’s emotional regulation and wellbeing. With Scotland working towards the incorporation of the UNCRC into Scots Law, children’s right to relax, play and take part in a wide range of cultural and artistic activities is never more important. However, too often we see this equally important and indivisible right unfulfilled for care experienced children and young people.

Often, care experienced children and young people are not provided with the space or opportunities to express their creativity. This can affect their immediate wellbeing, their long-term mental health and their future life chances.

Scotland’s education system can struggle to maintain regular music lessons in schools, and private music tuition can be expensive. This matters because access to creative outlets and resources to explore creative expression should never be seen as a ‘nice to have’ or just for those who can afford access. But the value of music for young people is beyond doubt. There is a wealth of research evidence that confirms the benefits of music for care experienced young people, supporting their emotional wellbeing, confidence and sense of achievement.

The Creative Consortium research carried out by CELCIS for Creative Scotland, and involving a number of partners including Who Cares? Scotland, Music Plus, found that music promotes emotional wellbeing, is linked to personal identity and promotes a sense of inclusion and belonging. It also helps build relationships amongst young people, and between young people and their carers. There are many examples of how young people and their carers appreciate the value of music as fun, moving and engaging, and acknowledge its importance in supporting emotional development; how music at all ages can help children and young people talk about how they feel; and details some ideas put in place to support music tuition.

Despite these clear benefits, the research recognised some of the systemic barriers that prevent children and young people having their creative rights realised, concluding that “unless creative and musical activities are actively considered and facilitated, it seems likely that they will not happen.” Some of these are barriers are cultural or practical, whilst others stem from a systemic lack of continuity that can be a feature of the lives of many of the children and young people who are in care. Too many of the barriers remain today, and this extends beyond experiences in residential care.

But the benefits of learning, playing, or just experiencing music are unquestionable. The importance of enjoying and pursuing music and creative expression should remain a constant throughout our lives.

At Sound Lab, we believe that everyone, irrespective of age, gender, race, ethnicity or economic background, everyone should be able to access the resources and support they need to fulfil their creative potential. We free music and creativity to hundreds of people every year. Together with another music charity called Music Plus, we have created a programme called Musicares that supports hundreds of care experienced young people each year with free access to music and creativity. The workshops are free and are designed to be flexible and accessible – able to follow the young person if they move placement, for example.

Service managers, carers, social workers, teachers – anyone who has an impact on a child or young person’s life – can take a leadership role and recognise the value of creativity and supporting access to creative opportunities. Through this leadership we can flip negative outcomes and provide care experienced young people with the creative opportunities they need – and deserve.

25 November 2022