Closing the Gap: Investigating the Barriers to Educational Achievement for Looked after Children

O'Sullivan, Angela; Westerman, Rob

doi:10.1177/030857590703100104

Cited by 29 publications

(23 citation statements)

References 10 publications

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“…The development of more high-quality data infrastructure for monitoring outcomes among young people in care longitudinally is an important potential future direction. At present, national cohorts are incomplete,76 and retrospective studies often rely on poor quality routine data 77. Subsequent rounds of SHRN data collection, involving data from larger samples and refined questions, may enable more detailed analyses of the extent to which observed associations remain after adjusting for experiences of care itself, or stem from experiences which preceded entry to foster care.…”

Section: Discussionmentioning

confidence: 99%

Comparison of substance use, subjective well-being and interpersonal relationships among young people in foster care and private households: a cross sectional analysis of the School Health Research Network survey in Wales

et al. 2017

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ObjectiveTo investigate the association of living in foster care (FC) with substance use and subjective well-being in a sample of secondary school students (11–16 years) in Wales in 2015/16, and to examine whether these associations are attenuated by the perceived quality of interpersonal relationships.DesignCross-sectional, population-based health behaviour and lifestyle questionnaire.Setting and participantsWales, UK; young people who took part in the 2015/16 School Health Research Network (SHRN) questionnaire (n=32 479).Primary outcomeHealth behaviours among young people in FC were compared with those from private households.ResultsThe prevalence of all adverse outcomes was higher among young people in FC. Those in FC were significantly more likely to report mephedrone use (OR=9.24, 95% CI 5.60 to 15.34), multiple substance misuse behaviours (OR=3.72, 95% CI 2.30 to 6.00), poorer relationships with peers (RR=1.88, 95% CI 1.23 to 2.88) and teachers (RR=1.83, 95% CI 1.31 to 2.56), having experienced bullying (OR=1.80, 95% CI 1.38 to 2.35), dating violence (OR=1.66, 95% CI 1.13 to 2.43) and poor well-being (RR=1.72, 95% CI 1.20 to 2.46). The association between FC and substance use remained significant, though was attenuated after accounting for relationship variables. The association between FC and subjective well-being became non-significant after adjustment for relationship variables.ConclusionsYoung people living in FC experience significantly worse outcomes than young people not in care, likely due to a range of care and precare factors, which impact adversely on subsequent social relationships. The analyses are consistent with the hypothesis that the associations of FC with substance use and life satisfaction are partially explained by poorer quality social relationships. Large scale, longitudinal studies are required to investigate the relationship between being in care and health, educational and social outcomes. Mental health interventions and interventions to reduce substance use and improve well-being in FC should include a focus on supporting healthy social relationships.

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Section: Discussionmentioning

confidence: 99%

Comparison of substance use, subjective well-being and interpersonal relationships among young people in foster care and private households: a cross sectional analysis of the School Health Research Network survey in Wales

et al. 2017

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“…However, there is a well-established international literature that demonstrates poor educational participation and performance by children who grew up in care (Michell, 2012;O'Sullivan & Westerman, 2007;SCARC, 2004). Notwithstanding this likely outcome, Goddard (2000, p. 79) warns that "we should resist the impression of a necessary correlation between being in care and poor educational outcomes".…”

Section: Educational Attainmentmentioning

confidence: 99%

Life after Growing Up in Care: Informing Policy and Practice through Research

Murray

Goddard

2014

Australian Social Work

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Existing research on the impact of growing up in care focuses upon either the care experience itself or the period of transition from care to independence. Our knowledge of outcomes largely ceases when former residents of the care system reach their early twenties. There are strong social justice reasons for extending research into the older adult lives of such young people. We know a great deal about the multiple disadvantages that such individuals face as children. But research is largely silent about their subsequent adult lives. While we must be cautious in drawing causal links to the childhood care experience as the time period since life in care extends, we know that early experiences can affect care-leavers across their life course-just as childhood experience affects all adults in a variety of ways. In this review, we highlight evidence drawn from research in Australia, the United Kingdom, Canada, Ireland, and the United States, with particular attention paid to the first two of those countries. We use a wide range of sources and identify areas for further consideration, including access to personal records, mental health, education, and parenting. By doing so, we seek to open up this area for further research with the hope that such research will lead to an increasing recognition of care-leavers' needs and thus to improvements in social policy and service provision.

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“…Yet there is universally a strong correlation between care experiences and poor educational attainment. Care leavers tend to spend fewer years at school, are less likely to achieve qualifications, and face major barriers to participating in further and higher education (Blome, 1997;Cameron, Jackson, Hauari, & Hollingworth, 2012;Cashmore, Paxman, & Townsend, 2007;Jackson, 2007;Jones, 2010;Jurczyszyn, 2014;Mendis, 2013;Merdinger, Hines, Lemon Osterling, & Wyatt, 2005;Mitchell, 2013;O'Sullivan & Westerman, 2007;Pecora et al, 2006;Rogers, 2014;Stein, 2004).…”

Section: Poor Educational Outcomesmentioning

confidence: 99%

“…The active involvement of children in planning and decision making around education is also vital. Key practical supports may include early intervention to tackle literacy and numeracy deficits, and ongoing specialised coaching and tutoring based on individually tailored learning programmes (Biehal et al, 1995;Cameron et al, 2012;Casey Family Programs, 2009;Crawford & Tilbury, 2007;Jurczyszyn & Tilbury, 2012;Merdinger et al, 2005;O'Sullivan & Westerman, 2007;Stein, 2004;Tilbury et al, 2009;Townsend, 2011;Wise, 2012).…”

Section: Helping and Hindering Factorsmentioning

confidence: 99%

Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature

2014

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Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

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Closing the Gap: Investigating the Barriers to Educational Achievement for Looked after Children

Cited by 29 publications

References 10 publications

Comparison of substance use, subjective well-being and interpersonal relationships among young people in foster care and private households: a cross sectional analysis of the School Health Research Network survey in Wales

Comparison of substance use, subjective well-being and interpersonal relationships among young people in foster care and private households: a cross sectional analysis of the School Health Research Network survey in Wales

Life after Growing Up in Care: Informing Policy and Practice through Research

Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature

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