This study engaged children as research allies throughout the research process from developing research questions to authorship. Our approach recognises children's right to participation under the United Nations Convention on the Rights of the Child by developing a form of inquiry that invited children's critique of adult knowledge and authority. The project was fully coconstructed with children, with adults who guided them through planning, analysis and authorship. We discuss our reflections on the children's lived experience of Allyship itself, with the issues raised by children in focus groups and interviews illuminating this methodological approach. We conclude that children see and accept adult failings and seek to contribute to social worlds, and that these priorities have been enacted in their lived experience of this project. Our approach provides a platform for further endeavours in Allyship with children in the fields of qualitative psychology and childhood studies. Words; 146

Recognition and support for young carers has improved steadily in the past two decades; with stronger legislation and more visibility and awareness of the challenges that many of the YC face, especially with respect to their education. Recent UK-based initiatives providing toolkits and guidance for school staff have provided much needed direction for schools, to support the loosely defined statutory requirements. The aim of the current research was to hear from school staff about their experiences in identifying and supporting young carers, to better understand any enablers and barriers. The thematic analysis of the interview data from 18 school staff was organized into two main themes: perceptions regarding the characteristics of young carers; and perceptions regarding the importance of home–school communication. Each superordinate theme contained several sub-themes. Overall, the teachers perceived many difficulties identifying young carers who did not volunteer this information and felt that the main enabler of identification was the trust relationships between the school and the pupil and parents. Once identified, the schools perceived the main areas of need that they could provide support for were the emotional wellbeing of the pupils and additional academic opportunities. They spoke too of the difficulties balancing the provision of this extra support within the constraints of the school context, both in terms of the school day, and the competing priorities relating to academic and social–emotional needs. School staff recognized that extra time outside of school was difficult for young carers to attend. Other subthemes are discussed with consideration to enablers and barriers. The implications for the dissemination of good practice, and addressing policy are considered.

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