Child welfare clients and educational transitions

Dæhlen, Marianne

doi:10.1111/cfs.12243

Cited by 11 publications

(9 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Six papers used an intervention design (e.g., Carmen, Waycott & Smith, ), four used a comparison design (e.g., Dæhlen, ), two used a quasi‐experimental design (e.g., Mandy, Murin, Baykaner, Staunton, Hellriegle, Anderson & Skuse, ) and one used a randomised control trial (Farmer et al , ). Some studies reported on qualitative designs, including phenomenological (n = 1), ethnographic (n = 2) and case study (n = 5) designs.…”

Section: Resultsmentioning

confidence: 99%

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

View full text Add to dashboard Cite

A systematic literature review of international empirical research was conducted to understand the impact of primary-secondary transition on children's experiences, outcomes and protective/ risk factors. The review covered the period 2008-2018 and met the gap in previous literature reviews. Using the EPPI-Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationships with teachers and peers led to positive or negative experiences. Pupils and parents were primarily concerned with changes in relationships during the transition from primary to secondary school. Some studies reported that transition can also have a positive effect on opportunities for establishing new friendships. There was a decline in educational and wellbeing outcomes, and there was a link between the two. However, we cannot say with any confidence whether this impact on outcomes was as a result of the transition to secondary school, and whether it was sustained over time. Protective and risk factors were related to the child and significant others in their ecosystem. There were contradictory findings about the impact of organisational and educational systems. A limited number of studies examined the differential impact of transitions on children with additional support needs. This review is the first to bring together various aspects of transitions and as a result provides some unique insights and makes an original contribution. It became clear that it is difficult to predict the impact of interactions between experiences, outcomes and factors, given the gaps in existing literature. The paper concludes with recommendations for policy, practice and future research.

show abstract

Section: Resultsmentioning

confidence: 99%

Systematic literature review of primary‒secondary transitions: International research

Jindal‐Snape

Hannah

Cantali

et al. 2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…Future studies should aim at explaining the remaining part of the association by considering other indicators of disadvantage, measured from adolescence and onwards, such as behavioural problems, poor housing, somatic ill-health, low general well-being, early childbearing and family disruption, and poor educational attainment. In particular, past research has identified educational failure as a fundamental explanation for the adverse long-term outcomes of child welfare clients [9, 21–23].…”

Section: Discussionmentioning

confidence: 99%

Do trajectories of economic, work- and health-related disadvantages explain child welfare clients’ increased mortality risk? A prospective cohort study

Almquist

Brännström

2019

BMC Public Health

View full text Add to dashboard Cite

Background Past research has shown that individuals who have had experiences of out-of-home care (OHC) in childhood have increased risks of premature mortality. Prior studies also suggest that these individuals are more likely to follow long-term trajectories that are characterised by economic, work-, and health-related disadvantages, compared to majority population peers. Yet, we do not know the extent to which such trajectories may explain their elevated mortality risks. The aim of this study is therefore to examine whether trajectories of economic, work-, and health-related disadvantages in midlife mediate the association between OHC experience in childhood and subsequent all-cause mortality. Methods Utilising longitudinal Swedish data from a 1953 cohort ( n = 14,294), followed from birth up until 2008 (age 55), this study applies gender-specific logistic regression analysis to analyse the association between OHC experience in childhood (ages 0–19; 1953–1972) and all-cause mortality (ages 47–55; 2000–2008). A decomposition method developed for non-linear regression models is used to estimate mediation by trajectories of economic, work-, and health-related disadvantages (ages 39–46; 1992–1999), as indicated by social welfare receipt, unemployment, and mental health problems. To account for selection processes underlying placement in OHC, an alternative comparison group of children who were investigated by the child welfare committee but not placed, is included. Results The results confirm that individuals with experience of OHC have more than a two-fold increased risk of all-cause mortality, for men (OR: 2.10, 95% CI: 1.42–3.11) and women (OR: 2.23, 95% CI: 1.39–3.59) alike. Approximately one-third (31.1%) of the association among men, and one-fourth (27.4%) of the association among women, is mediated by the long-term trajectories of economic, work-, and health-related disadvantages. The group who were investigated but not placed shows similar, yet overall weaker, associations. Conclusions Individuals who come to the attention of the child welfare services, regardless of whether they are placed in out-of-home care or not, continue to be at risk of adverse outcomes across the life course. Preventing them from following trajectories of economic, work-, and health-related disadvantages could potentially reduce their risk of premature death.

show abstract

“…In general, about 97 per cent of the students in a given cohort enrol directly into upper secondary school (Statistics Norway, 2014). In the child welfare population, 89 per cent of the students in a given cohort proceed directly from compulsory school to upper secondary school (Daehlen, 2015a).…”

Section: The Norwegian Contextmentioning

confidence: 99%

Transition from school-based training in VET

Dæhlen

2017

View full text Add to dashboard Cite

Purpose-To assess the drop-out rate among disadvantaged students within vocational education and training (VET). The article examines the probability of dropping out after school-based training for child welfare clients-a particularly disadvantaged group of youth. Child welfare clients' drop-out rate is compared with students from a representative sample of their peers. Design/methodology/approach-Average marginal effects (AME) were calculated from multinomial logistic regression models. Data were from public registries (n = 10,535). Findings-The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favouring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship. Practical implications-The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training. Originality/value-The article adds to the very scarce literature on transition from schoolbased learning to apprenticeships. Education + Training (Heinz et al., 1998). This article examines the probability of dropping out after school-based training for child welfare clients-a particularly disadvantaged group of youth. Research over several decades from many countries has shown a high educational disadvantage among children in the child welfare system. Compared with the general population, child welfare clients tend to perform poorly in school (Iversen et al., 2010, McClung and Gayle, 2010, Berlin et al., 2011) and very few obtain higher educational diplomas (Cheung and Heath, 1994, Jackson and Cameron, 2011). The majority of studies in this area has focused mainly on unsuccessful recruitment of former child welfare clients to the tertiary level, but studies show that many also lack upper secondary education (Vinnerljung et al., 2005, Courtney and Dworsky, 2006). This article builds on two earlier articles using the same data investigating child welfare clients' transitions in upper secondary school (Daehlen, 2015a, Daehlen, 2015b). These studies show that the educational disadvantage among child welfare clients is related to less privileged social background among these youth. However, the results in these articles show that there is an additional disadvantage for child welfare clients in the vocational track. Adjusting for school grades, parental educational level, immigrant background, and gender, child welfare clients in the vocational track have less successful educational transitions than non-child welfare clients. Furthermore, the drop-out rate is particularly high after the schoolbased part of the training. It is, however, less clear what causes this difference in dropout. One explanation might be that the relatively high drop-out rate in the child welfare population reflects discrimination against this group of yout...

show abstract

Child welfare clients and educational transitions

Cited by 11 publications

References 24 publications

Systematic literature review of primary‒secondary transitions: International research

Systematic literature review of primary‒secondary transitions: International research

Do trajectories of economic, work- and health-related disadvantages explain child welfare clients’ increased mortality risk? A prospective cohort study

Transition from school-based training in VET

Contact Info

Product

Resources

About