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BackgroundThe academic attainment of care experienced young people (CEYP) is consistently reported as below the national average. Studies emphasize associations between low academic attainment and poor life outcomes. Most research relating to CEYP and education, has highlighted the impact of educational barriers and opportunities on their progression and subsequent attainment. Although, this research is almost exclusively concerned with schooling up to aged 16. Few studies have explored the perspectives and experiences of CEYP in further education, especially in a Scottish context.AimThis study aimed to centralize the views of CEYP to gain insight into the perceived achievement opportunities and barriers in FE. Secondly, this study aimed to consider CEYP experiences in FE to inform support services for CEYP.SampleTen CEYP, aged 16–24, studying at a further education college in Scotland participated in the study. Seven further education colleges from geographically diverse regions are represented.MethodsCEYP participated in semi-structured interviews to share their experience of further education.FindingsThematic analysis was used to produce the following main themes: Care experience and personal narratives, valuing further education and navigating support systems.ConclusionThese findings provide unique insight into CEYP experiences of FE. Opportunities for CEYP achievement in FE included stability of education and accommodation, personalized and financial support and supportive relationships. Reported barriers included care-related challenges, additional support needs (ASN), staff knowledge and labeling practices. Priorities for support service development included increased CEYP informed and led services such as peer mentoring, corporate parenting training and peer education. Implications for FE practice and future research are discussed. A summary of key points for consideration are provided in the Supplementary Material and may be of particular interest to any educational organisation in a corporate parenting role.

Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up

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