Being a carer has been a part of my identity for as long as I can remember. But until the age of 18, I didn’t know that my role as a ‘young carer’ even had a name. And that sums up my experience. Unfortunately, yet unsurprisingly, this is the experience of many young and young adult carers in the education system. Turning 18, when I became a ‘young adult carer’, was the first time I had an official document verifying and validating my innermost thoughts and quiet experiences. This came in the form of a UCAS application, and it was then that I realised this role that was part of who I am, my identity, was actually something that disadvantaged me and something that I should have been receiving support for. This was the first time my role had been ‘officially’ recognised in an education-related capacity.

Prior to this, I didn’t ponder over my everyday reality – administering medication before school for my mum and dad, both of whom have a long list of health conditions and disabilities, worrying about them throughout the school day only to rush home in time for their next doses of medication. Managing their pain and treatment plan, arranging appointments, missing school to attend the appointments, being their primary carer and taking on this ‘grown up’ role, making sure my siblings were okay instead of completing my homework and focusing on my GCSEs. I didn’t realise how different my reality was to my peers, but as a carer, our reality is all we know.

There are many ways to tackle the challenges young adult carers face, ensuring they have a fair chance at succeeding in education and pursuing their dreams. For example, the current policy which restricts young adult carers studying at college or sixth form for more than 21 hours a week from receiving financial support in the form of ‘Carer’s Allowance’. This policy puts carers in an extremely disadvantaged position where they must choose between their education and the little financial support that is available.

I am a huge advocate for empowering young people to achieve their potential. Many young carers from low socioeconomic backgrounds currently face significant barriers in pursuing higher education and high-earning roles. The 21-hour policy rule creates further challenges for young adult carers in completing their education and achieving their dreams. Young adult carers should not be limited to choosing between caring for their loved ones and completing their A-levels, T levels, other qualifications or exploring higher education. All young people should be given a fair opportunity to a good education and a change to this policy is imperative!

Schools, colleges and universities must do more to support and identify young/ young adult carers. Too many young adult carers like myself go through the education system not knowing they are carers because of the lack of awareness. It would be a positive step to incorporate learning about young carers and those family dynamics into the curriculum. It would be a step in the right direction to provide teachers with better training which would allow them to identify and support young carers in schools. Young adult carers often miss classes due to their caring responsibilities. They should be given more support to catch up on their learning and schools, colleges and universities should check in with these students regularly and ensure that they are supported to manage their many responsibilities, alongside learning.

I recognise that I am privileged compared to my family living in developing countries, as I have a right to an education, but I believe there is a lot to be done to improve the current system to create a fairer education where all young people can succeed and achieve their potential. I aim to work with policy makers to tackle the current inequalities and challenges in education and would be happy to discuss this and speak more about the ways we can support young carers.