PRACTICE GUIDELINES FOR AGE ASSESSMENT OF YOUNG UNACCOMPANIED ASYLUM SEEKERS
Assessment of age is a complex task, which is a process and not an exact science. This is further complicated by many
of the young people attempting to portray a different age from their true age.
In completing the assessment, please be mindful that clients have the right to legally challenge the conclusion.
UNICEF publishes the figure of 50 million children who are currently not registered at birth, depriving them of
nationality, a legal name and proof of when they were born. Many societies calculate age in a different way from the
method used in the UK; internationally millions of young people do not know their age. The Royal College of
Paediatricians (1999) states that “in practice, age determination is extremely difficult to do with certainty. More over,
for young people aged 15 to 18 it is even less possible to be certain about age”.
Young unaccompanied asylum seekers both at the ports of entry, and as in country applicants, sometimes give a stated
age that is disputed by the immigration authorities. The Home Office will often, based purely on appearance, judge the
young person to be an adult and refer directly to NASS. A proportion of young people are referred to the local social
services department for an assessment of age. Additionally young asylum seekers self refer to social services and an
assessment of their age becomes necessary.
A young person’s age is a key part of the information needed when making an assessment of need and subsequently for
the appropriate provision of service. The Local Authority has a responsibility under the Children Act 1989 to assess
whether a young person is in need and to provide services to safeguard and promote welfare.
It is important to explain to the young person that an assessment must be undertaken in order to identify what services
may be provided . An assessment of age concluding that the asylum seeker is a minor will become an important
component of the initial assessment.
The task of the assessing worker is to assess from a holistic perspective, and in the light of the available information, to
be able to make an informed judgement that the person is probably within a certain age parameter. It is a process of
professional judgment.
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Age assessments are sometimes undertaken at the port of entry and the asylum screening unit where a decision is
required in a short period of time, or sometimes at a later stage. In circumstances of age uncertainty, the benefit of
doubt should always be the standard practice. When practical, two assessing workers is beneficial. Age assessments are
also undertaken following the acceptance of a referral to social services to ascertain if the person is entitled to a service
as a child. However, in some Local Authorities age assessments are undertaken on presentation when the stated age is
disputed. Here the assessment can sometimes be undertaken over a period of time, and involve other professionals, for
example residential social work staff, foster carers, doctors, panel advisors, teachers and other young people.
It is very important to ensure that the young person understands the role of the assessing worker, and comprehends the
interpreter. Attention should also be paid to the level of tiredness, trauma, bewilderment and anxiety that may be
present for the young person. The ethnicity, culture, and customs of the person being assessed must be a key focus
throughout the assessment.
It is also important to be mindful of the “coaching” that the asylum seeker may have had prior to arrival, in how to
behave and what to say. Having clarified the role of the social services, it is important to engage with the person and
establish as much rapport as the circumstances will allow. This process is sometimes known as “joining”. The assessing
worker needs to acknowledge with the young person that they will have had to already answer many questions, and that
it may be difficult and distressing to answer some of the questions.
In utilising the assessment framework, the practitioner should ask open-ended, non - leading questions. It is not
expected that the form should be completed by systematically going through each component, but rather by formulating
the interview in a semi structured discussion gathering information at different stages. The use of circular questioning is
a useful method, as it is less obvious to the person being assessed that the questions relate directly to age, and hence
may reveal a clear picture of age - related issues.
It is essential to feed back to the young person the conclusion of this assessment and a written form is included for this
purpose. It is essential to feed back to the young person, the conclusion of this assessment, and a detachable form is
included for this purpose.
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AGE ASSESSMENT OF
UNACCOMPANIED ASYLUM SEEKING CHILD
Name of UASC:
DOB UASC is claiming:
Name of Assessing Wo rker:
Date of Assessment:
1) Physical Appearance, Demeanour
All assessments begin with initial impressions, made from visual presentation.
An initial hypothesis of
age range is formed
based on height, facial
features (facial hair, skin
lines/folds, etc), voice
tone, and general
impression.
It is important to
consider racial
differences here e.g. It is
normal in some cultures
for boys to have facial
hair at an early age and
for girls to develop at
different ages.
Life experiences and
trauma may impact on
the ageing process, bear
this in mind.
Demeanour, it is
essential to take account
of how the person
presents, style, attitude
and authority and relate
this to the culture of the
country of origin and
events preceeding the
interview, journey
experiences etc.
It is useful to establish
the length of time that the
person has taken to
arrive in the UK from the
time they left their
country of origin and
include this into the age
calculation.
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It is important to note
2) Interaction of Person During Assessment
both the verbal and non-
The manner in which the person interacts with the assessing worker conducting the
verbal (body language)
assessment will provide an indication of whether or not the person is responding in an age
behaviour of the person.
The practitioner
appropriate manner.
conducting the
assessment should be
observing factors such as
the manner in which the
person copes with the
assessment, does he or
she appear confident or
overwhelmed, does the
person appear to take a
“one down” position or
not.
Take account of differing
cultural terms, e.g. some
people may believe it
impolite to make direct
eye contact.
But remember to be
aware of cultural
variations in attitudes to
elders.
Does the person appear
to be uncomfortable with
speaking to an adult?
Keep in mind that your
position will be seen as
one of power, which may
influence the way the
3) Social History and Family Composition
person interacts with
Establishing as detailed as possible, a family tree will help the assessing worker to identify
you;, your role needs to
be clarified and the
the likely age of the person compared with the stated age. Ages of parents, siblings and
differences in the roles of
extended family should be established. In the case of deceased family members, the year
social services and the
and age at the time of death should be recorded. Drawing a graphic family tree is useful
Home Office.
where names of family members and ages can be included, which may help the person to
be more accurate whilst also allowing the person to feel involved. The information gained
may indicate discrepancies or impossibilities, which need to be clarified.
A social history.
Do indicate to the young
person that you are
aware that talking about
their family may be very
painful and difficult for
them; for some, it may be
too painful to open up at
this time. This must be
understood and
respected.
It is important to clarify
the nature of their parent
and sibling relationships
as some cultures for
example, call a half-
brother their brother, or
stepmother their mother.
Additionally ask if either
parent had more than
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one wife / husband.
Remember to use
4) Developmental Considerations
open-ended
Questions about the types of activities and roles that the person was involved in prior to
questions, as this
arriving in the UK can often give an indication of age.
will allow for the
person to disclose
information
without prompting.
Cultural considerations
need to be taken into
account as in some
cultures it could be
normal for a young
teenager to be working
full-time. A person may
appear to answer a
question about alcohol in
a shy manner because
their religion does not
allow for this.
“Tell me what you did in
your spare time” is the
sort of question that can
give an idea of the age
appropriate interests and
activities. Remember to
relate answers to what
would be appropriate in
the young persons
country of origin and
culture.
Ask about peer
relationships at school /
work / neighbourhood
Questions about age
related ritual
s should be
asked; including forced
marriage, and any sexual
relationships.
Does what the person is
describing seem age
appropriate?
Remember that some
young people may
possible have been
involved in armed
conflict, have been child
soldiers, involved in
sexual exploitation and
may have experienced a
number of traumatic
situations.
Answering questions
related to many of the
above may be too
difficult and painful until
a relationship of trust
has been established.
Arranging for a person
to be involved in social
situations with other
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young people of the age
stated and observing
5) Education
Listed below are
Obtaining a detailed account of the person’s educational history is a valuable source in the
important facts that need
age assessment process.
to be gained:
Age at which school was
started
Number of completed
years spent in any
school.
Establish if there were
any gaps in education
and if so, how long was
the gap/s and why.
Adding the number of
years of school
attendance to the age
school was started at,
including possible
disruptions in schooling
should equate to the
stated age.
Names and addresses of
schools attended.
Subjects studied.
Gaining knowledge or
consulting with experts
educated in different
countries, is useful to
validate the authenticity
of the information
provided.
It may be possible to
contact schools in some
countries of origin.
e.g., it may be of use to
know that it is the norm
to have six years of
junior and six years of
senior school in some
countries.
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Has the person lived at
6) Independent/ Self-Care Skills
home or have they lived
Understanding the level of ability, experience and confidence that a person has in being
on their own/in an
able to care for themselves can be an indicator of age.
independent setting?
Is there a clear
The assessing worker may wish to ask the person directly how they feel about living in an
impression that the
independent setting and observe their reaction.
person has never lived
away from home and has
been cared for by adults?
Does the person have
experience in managing
money, paying bills,
arranging appointments,
buying food and other
supplies etc?
Is the person able to cook
more than just a basic
Arrang
meal?
ing for a
pe
rson to be
involv
It is
e
essend in
tial so
to
cial
take
account of the local
si
si t
t u
u ations wi
ation from w t
h h
ich the
person has come from –
other young people
of the a
e.g. war, ge sta
famine ted
etc;
and
of cultural norms, for
and
ex
observ
ample
ing
it may no how
t be
th
ex is
pe pe
ctedrso
tha n
t
men should
interacts and
have any domesti is
c skills
in some countries.
ac
cepted is useful.
Has the person stated a
preference during the
assessment of how they
wish to live in the UK?
Would this person be at
risk living
independently? Give
reasons for this.
The assessing worker,
may wish to pose a
scenario to the person at
this point or at the end of
the assessment; that if
the person is believed to
be under 16 he or she
will be placed in foster
care where certain house
rules will have to be
followed, and be
expected to be home at a
certain times etc. The
reaction to this may
provide valuable
information.
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7) Health and Medical Assessment
A medical opinion and view on age will always be helpful
Questions about the
person’s health history
can be informative in
assessing age, both from
the information given
and the reactions to
specific questions.
The Royal College of
Paediatricians advised in
November 1999 that
there can be a five-year
error in age assessment,
invasive methods and
medically unnecessary
examinations of course
should never be used.
However, opinions and
views on age from a
paediatrician, GP,
dentist and optician can
be very helpful in
assisting in the process.
8) Information from documentation and Other Sources
Documentation when available should always be carefully checked; authenticating
documents however, is a specialist task.
If the assessment is an ongoing process, it is important to obtain the views of other
significant figures involved with the young person.
.
Other sources may
include foster carers,
residential workers,
school teachers, panel
advisors, doctors,
solicitors, interpreters
and other young people.
Observations of how the
person interacts in
different social situations
can provide useful age
indicators.
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Key indicators of the
9) Analysis of information gained
conclusion.
Conclusion of the assessment
The assessing worker
should draw together the
information obtained,
and present his/her views
and judgement on the
age of the person being
assessed, giving clear
reasons for the
conclusion. If this differs
from the stated age, clear
reasons for this
disagreement should be
given.
Please remember this
process is not an exact
science and that
conclusions should
always give the benefit of
doubt.
10) Conclusion
BASED ON THE ASSESSMENT, THE CLIENTS AGE IS:
………………………………………
DOB IS ESTIMATED TO BE:
………………………………………..
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Form to be handed to the person assessed
AGE ASSESSMENT FORM
Name:
Nationality:
Port Ref No:
Claimed Age/DOB:
Home Office Ref No:
Name & Address of Local Authority Undertaking Assessment:
Name of Assessing Worker:
Date of Assessment:
You have been assessed to be over 18:
You have been assessed to be a child, age:
Years; DOB:
Your assessment is inconclusive and further work is necessary:
Conclusions and Reasons for this:
It was explained to you at the end of your interview that you have the right to
disagree with the outcome of the assessment, and to challenge our decision;
you may do so by contacting a manager at the Children’s Asylum Service at
Hillingdon Social Services on 01895 277031, or by requesting the ‘Complaints
Procedure for Children and Young People’ on the same number.
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