Interventions aiming to improve school achievements of children in out-of-home care: A scoping review

Improving foster children’s school performance: a replication of the Helsingborg study

“…The results from this study can now be added to the present knowledge, as described by Forsman & Vinnerljung (2012), further reinforcing the hypothesis that well-known patterns of underachievement for children in foster-care can be addressed. Researchers and policy makers have for several decades known that children in foster-care as a group perform poorly in the school and education system (Jackson & Martin, 1998).…”

“…A recent scoping review (Forsman & Vinnerljung, 2012) found only eleven relevant studies from the last four decades in the international literature. Nine reported positive results: three tutoring programmes (Flynn, Paguet & Marquis, 2010;Flynn et al, 2012;Olisa et al, undated); Osbourne, Alfono & Winn, renewed assessment of performance in different subjects provide forward-oriented feedback on the students' progress.…”

Academic Interventions for Children in Foster Care in the Professional Literature

“…There is a strong connection between foster children's poor school achievements and unfavorable outcomes later in life. This is especially true for children who spent a third of their formative years placed in foster care [26,27]. Children in foster care have a more difficult time in school than their peers, tending to experience higher rates of suspension, retention, special education classes and lower achievement.…”

“…Typically, foster children have lower school performance than peers with similar cognitive capacity [24,26]. Considerably fewer children in foster care go on to secondary and post-secondary education compared to peers with the same cognitive capacity level.…”

Helping Children With Home Education: How Home Education Can Enable Good Educational Outcomes for Children and Young People in Out-of-Home Care

“…As noted above, it can be extremely difficult to meet individual children's specific needs in school settings (Dill, Flynn, Hollingshead, & Fernandes, 2012;Townsend, 2012). Similarly, traumatised children are often unable to meet the developmental outcomes expected of them in schools which may lead to further behavioural problems, perpetuating the cycle (Forsman & Vinnerljung, 2012;Scherr, 2007;Townsend, 2012;Zima et al, 2000;Zorc et al, 2013).…”