Theory and explanation in child welfare: education and looked‐after children

Abstract

Empirical child welfare research in England takes insufficient account of wider social theory. Intellectual, professional and political reasons for this are discussed. The implications are considered in relation to one important social problem: the low educational achievement of children looked after by local authorities (‘in care’). It is concluded that the absence of a broader sociological perspective has led to insufficient and simplistic explanations from researchers and policy‐makers of low achievement among looked‐after pupils. It is unwise to rely on official statistics on educational outcome indicators for looked‐after pupils. Previous conceptualization of poor educational performance has been inadequate, and we should refer to low achievement, not ‘underachievement’. The socio‐economic risk factors that are linked with family breakdown and admission to care also predict low educational achievement, such as social class and poverty. Social mobility and transition to adulthood are increasingly problematic in England, making it difficult for care leavers to improve their social position. Parental maltreatment is strongly linked with educational failure. Other countries may do no better than England does. Thus, it is by no means obvious that the care system necessarily jeopardizes looked‐after children’s education.

The education of children in care: Agency and resilience

“…Politicians have been swift to condemn the deficiencies of the care system in bringing this about (Berridge, 2007).…”

Listening to Children in Care: A Review of Methodological and Theoretical Approaches to Understanding Looked after Children’s Perspectives

“…Stein suggests three theoretical perspectives that could underpin research in this area: attachment theory, focal theory and the concept of resilience. Berridge (2007) similarly suggests that much research with looked after children is under-theorised and he quotes Trinder who has written that much of the research could be characterised as 'pragmatist'. In his review of the education of children in care, Berridge suggests that the rich inter-disciplinary social science origins of social work are being ignored, especially sociology.…”

Barnevernspedagogers, sosionomers og vernepleieres rolle og status i skolen

“…Denne studien konkluderer med at hovedårsaken til dårlige skoleprestasjoner ikke er å finne hos barna, men i et utilstrekkelig hjelpeapparat. At enkle løsninger ikke er holdbart, viser også britisk forskning om støtte til barn som har laerevansker i tillegg til andre problemer knyttet til familie eller naermiljø (Berridge 2007). Det er bred kompetanse hos de ansatte i skolen som teller.…”