Progress or procrastination? The education of young people who are looked after

Abstract

The education of young people who are looked after by local authorities continues to be an issue which is inadequately addressed across England and Wales as a whole. However, recent research has shown that a number of local authorities are developing initiatives to enhance the educational experiences of this cohort of vulnerable young people. This article identifies the difficulties and, from research data, outlines some of the strategies which have proved effective. The data indicate that the problems can be resolved, given commitment, and suggest that practitioners in local authorities must continue to strive to ensure that all young people who they are looking after have an equal opportunity to experience a positive educational career.

Exploring the care effects of multiple factors on the educational achievement of children looked after at home and away from home: an investigation of two Scottish local authorities

“…There are those who hold the view that the care system is failing looked‐after children because there is a general lack of shared knowledge between Social Work and Education Services in local authorities about each other's services, and that they do not currently work well together to communicate regularly about the children in their care (Walker 1994; Fletcher‐Campbell 1998; Francis 2000; Who Cares? Scotland 2003; Barnardo's 2006; Bullock et al.…”

Investing in children’s futures: enhancing the educational arrangements of ‘looked after’ children and young people

“…Indeed, such is their concern about the significance of this factor that a number of commentators have argued that ‘additionally special’ compensatory measures are needed to help looked after children ( Aldgate et al . 1993 ; Fletcher‐Campbell 1998).…”

“…This imbalance has been somewhat redressed in recent years by a number of small-scale investigations (e.g. Aldgate et al 1992;Humberside County Council 1995;SSI and OFSTED 1995;Berridge et al 1996;Francis et al 1996) and there is some evidence that agencies are demonstrating greater awareness and understanding of the importance of education for children in public care, re¯ected in a growing number of initiatives in local authorities (Fletcher-Campbell 1998). Also, as part of a drive to improve outcomes for this group of children, thè Looking After Children' materials (a series of instruments designed to provide more detailed assessment and planning information) are now being widely used in England and Wales and have been piloted in a number of Scottish local authorities.…”

Perspectives of Looked after Children on School Experience — a Study Conducted among Primary School Children in a Children’s Home in Singapore

“…In this Home, at least one in every three children had experienced school transfers. While such moves may be necessary because of Home placements, they are thought to have a negative impact on the children as they disrupt the stability and continuity of curriculum as well as relationship (Buchanan, 1995; Fletcher‐Campbell, 1998). The children interviewed made comparison between their former and current schools.…”

“…The majority of the respondents could make a connection between school and their future. This knowledge is critical as ‘entry‐tickets to life’ are said to be largely gained at school (Fletcher‐Campbell, 1998: 4) and education attainment could be a way for them to escape past disadvantage (Jackson, 1994). Although their answers to the role of school sounded vague, the respondents generally believed that school teaches them to be good people, what they learn is useful for their future careers and can lead to self‐sufficiency in adulthood.…”