Identifying asset-based trends in sustainable programmes which support vulnerable children

In this article we argue that the asset-based app roa ch is one exp lana tion fo r sustainability in programm es supporting vulnerable children. We structure our argument by formu lating five questions and then pursuing tentative answers to them. We start our contention by highlighting the particularity of the challenges faced in schools to support vulnerable children. We then consider the com mo n denom inato rs in pro gra mm es that ha ve sh ow n ev idence o f sus taina ble practices for supp orting vu lnerable child ren . Th is is fo llowed by a deliberated link of the identified sustainability factors (e.g. common denom inato rs) w ith the asset-based approach as a theoretical framework. Subsequently, we consider why the asset-based approach can be considered in terms of su ppo rting vulnerable children in education. We indicate the similarities between the asset-based approach and current discourses focusing on the notion of schools as nodes of support and care. 1 We conclude by suggesting that knowledge of asset-based good practices cou ld be sha red with fam ilies in school-based sessions, thereby develop ing schoo ls', families' and communities' capacity to support vulnerable children.