Exploring diversity in the educational pathways of care-experienced adults: Findings from a life course study of education and care

Brady, Eavan; Gilligan, Robbie

doi:10.1016/j.childyouth.2019.06.014

Cited by 25 publications

(13 citation statements)

References 44 publications

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“…Young people leaving care are often disadvantaged in these transitions, which have been characterized as both 'accelerated and compressed' (Stein, 2012, p. 400). Care-experienced young people also need to negotiate inequalities in terms of education, employment and housing (Allnatt, 2019;Artamonovaa et al, 2020;Brady & Gilligan, 2019;Girling, 2019;Hyde & Atkinson, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Young people leaving care are often disadvantaged in these transitions, which have been characterised as both 'accelerated and compressed' (Stein 2008: 400). Care experienced young people also need to negotiate inequalities in terms of education, employment, and housing (Allnatt, 2019;Artamonovaa et al, 2020;Brady and Gilligan, 2019;Girling, 2019;Hyde and Atkinson, 2019). This article focuses on the experiences of Welsh young people leaving care during COVID-19 and considers the ways in which the pandemic has affected these already difficult and challenging pathways.…”

Section: Introductionmentioning

confidence: 99%

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‘It’s Been a Massive Struggle’: Exploring the Experiences of Young People Leaving Care During COVID-19

Roberts

Mannay

Rees

et al. 2021

YOUNG

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This article explores the experiences of young people leaving state care during COVID-19. Twenty-one young people, predominantly from Wales, engaged in semi-structured interviews and/or contributed poems and artwork conveying their experiences of the pandemic. The data generated offered insights into young people’s daily lives, including their routines and relationships, as well as access to resources and services. The study found stark disparity in young people’s experiences, with some reassured by support responses, and others feeling neglected and forgotten. As an already disadvantaged group, the challenges presented by COVID-19 further hinder young people’s transitions to adulthood. The ‘massive struggles’ faced by some young people reflect immediate difficulties which also have the potential for longer-term impacts. The recommendations of the study, informed by care-experienced young people, seek to positively influence policy and practice.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘It’s Been a Massive Struggle’: Exploring the Experiences of Young People Leaving Care During COVID-19

Roberts

Mannay

Rees

et al. 2021

YOUNG

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“…Moreover, the study is focused on families in England and children born between 2000 and 2001, limiting the generalisability to other socio‐cultural and historical contexts. In addition, the study assesses educational attainment up to GCSE examination passes at age 16 and does not capture those who return to education and acquire educational qualifications at a later age (see, e.g., Brady & Gilligan, 2019; Harrison, 2020). Nonetheless, a key strength of this research lies in its use of the Millennium Cohort Study, a large population‐based and representative prospective longitudinal study with a design that ensured adequate representation of disadvantaged groups and families from minority ethnic backgrounds.…”

Section: Discussionmentioning

confidence: 99%

Intergenerational transmission of educational disadvantage: Education progression of children of care leavers compared to a general population sample

Parsons

Fitzsimons

Schoon

2023

British Educational Res J

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There is persistent evidence showing that care leavers tend to have lower educational outcomes compared to their peers. There is, however, less knowledge of whether this educational disadvantage transfers to the second generation. This study adopts a developmental contextual life‐course approach to examine: (a) the extent of educational inequality of children of care leavers from school entry to public examinations at age 16; (b) the relative role of different psychosocial family resources as predictors of educational attainment; and (c) the role of early school readiness assessments as predictors of later educational attainment. Drawing on data collected from families living in England at the first sweep of the nationally representative UK Millennium Cohort Study (MCS) (n = 11,514), the findings suggest intergenerational transmission of educational disadvantage among children of care leavers (n = 287), which is manifest in a direct assessment of school readiness (age 3), at the Early Years Foundation Stage (EYFS) (age 5) and in General Certificate of Secondary Education (GCSE) attainment (age 16). However, once inequalities in family socio‐economic background or area deprivation and housing are controlled for, children of care leavers perform comparably in their educational progression to those whose mothers had no experience of being in care (n = 11,227). Moreover, the findings highlight the significance of early school readiness assessments in predicting later educational attainment for the whole sample. Findings are discussed regarding their implications for policy, in particular the need to address educational inequality for children in care, area allocation and housing that is offered to care leavers, and the general importance of early interventions.

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“…One ongoing concern is the educational pathways and outcomes of children and young people living in and transitioning from OOHC (Strahl et al, 2020). Multiple studies suggest that children in OOHC experience poorer academic outcomes compared to the general population as reflected in measures of reading, writing and numeracy plus higher rates of school withdrawal, grade retention and school exclusion due to suspension or expulsion (Brady and Gilligan, 2019;Brownell et al, 2015). Yet, young people in long-term care demonstrate better educational progress than at-risk children who remain in the family home (Sebba et al, 2015).…”

Section: Children In Out-of-home Care and Their Educational Experiencesmentioning

confidence: 99%

Examining the role of lived experience consultants in an Australian research study on the educational experiences of children and young people in out-of-home care

Mendes

Purtell

Morris

et al. 2022

Qualitative Social Work

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Children and young people’s access to and engagement in education is a key determinant of future positive outcomes. Children and young people in out-of-home care disproportionally experience educational disruptions and disengagements affecting their ability to participate in schooling, further and higher education. There is increasing international interest in the participation of young people with lived experience of out-of-home (OOHC) in research projects. This paper presents the findings of a study in the Australian state of Victoria where a group of lived experience consultants (LECs) were employed to consult on the results of a broader survey of the attitudes of professionals, carers and care leavers regarding the educational experiences of children in OOHC. Two meetings were held with the LECs, one to gain their views on the survey findings, and secondly, to reflect on their experiences working on the project. The findings suggest that formalizing the engagement of lived experience voices in research, inherently a qualitative approach, promotes a more informed representation of the challenges faced by children and young people within OOHC. In this case, engaging young adults with lived experience helped identify key barriers to effective educational participation that the project design may otherwise have overlooked. They also identified key strategies for improving LEC engagement such as involving them in developing key research aims and questions, and enabling the provision of a ‘safe space’ for them to participate. This new approach promotes co-design at multiple levels, providing opportunities for a meaningful collaborative approach to research.

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Exploring diversity in the educational pathways of care-experienced adults: Findings from a life course study of education and care

Cited by 25 publications

References 44 publications

‘It’s Been a Massive Struggle’: Exploring the Experiences of Young People Leaving Care During COVID-19

‘It’s Been a Massive Struggle’: Exploring the Experiences of Young People Leaving Care During COVID-19

Intergenerational transmission of educational disadvantage: Education progression of children of care leavers compared to a general population sample

Examining the role of lived experience consultants in an Australian research study on the educational experiences of children and young people in out-of-home care

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