Does poor school performance cause later psychosocial problems among children in foster care? Evidence from national longitudinal registry data

Forsman, Hilma; Brännström, Lars; Vinnerljung, Bo; Hjern, Anders

doi:10.1016/j.chiabu.2016.06.006

Cited by 68 publications

(41 citation statements)

References 57 publications

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“…Although we should be careful in the assumption of causal relations between school performance and outcomes later in life, Berlin et al (2011) showed that the risk for such problems was reduced by 38-52% when adjusted for the results for school performance. Another study also confirmed this causal relation (Forsman, Brännström, Vinnerljung, & Hjern, 2016) To improve foster children's educational outcomes and the quality of their adult lives, it is important to develop a good understanding of factors related to foster children's academic development. An important and frequently studied factor in this respect is school engagement (Finn, 1989;Forsman & Vinnerljung, 2012;Fredricks, Blumenfeld, Friedel, & Paris, 2005;Leonard, Stiles, & Gudiño, 2016;Pears, Kim, Fisher, & Yoerger, 2013;Tilbury, Creed, Buys, Osmond, & Crawford, 2014;Wang & Fredricks, 2014).…”

Section: Introductionmentioning

confidence: 72%

“…As suggested by Fredricks et al (2004), the association between school engagement and school achievement is likely to be bidirectional, which is indeed confirmed by the scant studies that examined the direction of effects (Hughes, Luo, Kwok, & Loyd, 2008;Lord, Eccles, & McCarthy, 1994). Longitudinal research has also shown that poor school performance predicts foster children's psychosocial problems (Forsman et al, 2016). The interplay between school engagement and several demographic, child and family characteristics is of interest because information about the predominant direction of effects could inform policies and practices about how to target available resources for support and intervention services.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

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Predictors of school engagement in foster children: A longitudinal study

Goemans

Geel

Wilderjans

et al. 2018

Children and Youth Services Review

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License: Article 25fa pilot End User Agreement This publication is distributed under the terms of Article 25fa of the Dutch Copyright Act (Auteurswet) with explicit consent by the author. Dutch law entitles the maker of a short scientific work funded either wholly or partially by Dutch public funds to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work. This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' pilot project. In this pilot research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication. You are permitted to download and use the publication for personal purposes. All rights remain with the author(s) and/or copyrights owner(s) of this work. Any use of the publication other than authorised under this licence or copyright law is prohibited. If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons.

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Section: Introductionmentioning

confidence: 72%

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Predictors of school engagement in foster children: A longitudinal study

Goemans

Geel

Wilderjans

et al. 2018

Children and Youth Services Review

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“…Academic Performance and Attainment of Adolescents in Residential Care: Academic achievement is critical, as research literature consistently suggest that academic achievement is associated with greater likelihood of higher education, employment, and psychosocial well-being (Bryant, Schulenberg, O'Malley, Bachman, & Johnston, 2003;Forsman, Brannstrom, Vinnerljung, & Hjern, 2016;Katsiyannis, Ryan, Zhang, & Spann, 2008;National Working Group on Foster Care and Education, 2014;Okpych & Courtney, 2014). Although youth in residential care often have serious problems with the school systems, there has been a serious dearth of research on the academic performance of these youth (Behrens & Satterfield, 2007).…”

Section: Residential Care: Education and Treatmentmentioning

confidence: 99%

Understanding How School Climate Affects Overall Mood in Residential Care: Perspectives of Adolescent Girls in Foster Care and Juvenile Justice Systems

Somers¹,

Day²,

Niewiadomski³

et al. 2018

Juvenile Family Court J

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The aim of the study is to understand the perceptions of court‐involved adolescent girls in residential treatment (40% delinquency, 60% foster care/child abuse and neglect) on school climate and factors that affect their mood in school. Participants included 27 adolescent females in residential care for both types of court involvement in a large urban area in a Midwestern state. Age of the participants ranged from 12 to 18. Four major themes from the three focus groups that were conducted included relationships and interactions with peers, interactions with staff and teachers and their perceptions about these interactions, the demands of the learning environment, and sensitivity to being touched. Practice implications are discussed.

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“…The empirical links between poor educational achievement/attainment and unfavourable later-life outcomes are strong among children in both general [7] and vulnerable populations such as child welfare clients [8]. Although these links do not necessarily reflect causal relations, the association between poor educational achievement and adverse developmental outcomes in individuals with experience of OHC seems to allow for causal interpretations [9]. Since educational success has been linked to better life-course outcomes [10], improving educational outcomes in OHC populations seems to represent a viable strategy to prevent negative development [11][12][13].…”

Section: Introductionmentioning

confidence: 97%

Inequalities in educational outcomes in individuals with childhood experience of out-of-home care: What are driving the differences?

et al. 2020

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Background Prior research has shown that individuals with experience of out-of-home care (foster family care or residential care) in childhood are educationally disadvantaged compared to their peers. In order to be better equipped to design interventions aimed at improving the educational outcomes of children for whom society has assumed responsibility, this study seeks to further our understanding about which factors that contribute to the educational disparities throughout the life course. Methods Using longitudinal data from a cohort of more than 13,000 Swedes, of which around 7% have childhood experience of out-of-home care, Peters-Belson decomposition is utilized to quantify the extent to which the gap in educational achievement in school (age 16) and midlife educational attainment (age 50) captures differences in the prevalence of factors influencing educational outcomes, and differences in the impacts between these factors. Results We find that the achievement and the attainment gap was around 13% and 9% respectively. These gaps were to a large extent explained by differences in the distribution of predictors. The major explanatory factor for placed children's lower achievement was a lower average cognitive ability. Yet there were some evidence that the rewards of cognitive ability in these children differed across the life course. While the lower returns of cognitive ability suggest that they were underperforming in compulsory school, the higher returns of cognitive ability on midlife attainment indicate that-given previous underperformance-their attainment at age 50 reflects their cognitive capacity more accurately than their achievement at age 16 do.

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Does poor school performance cause later psychosocial problems among children in foster care? Evidence from national longitudinal registry data

Cited by 68 publications

References 57 publications

Predictors of school engagement in foster children: A longitudinal study

Predictors of school engagement in foster children: A longitudinal study

Understanding How School Climate Affects Overall Mood in Residential Care: Perspectives of Adolescent Girls in Foster Care and Juvenile Justice Systems

Inequalities in educational outcomes in individuals with childhood experience of out-of-home care: What are driving the differences?

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