Educational success for children in public care: advice from a group of high achievers

Martin, Pearl Y.; Jackson, Sonia

doi:10.1046/j.1365-2206.2002.00240.x

Cited by 143 publications

(144 citation statements)

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“…Úspěch ve vzdělávání u klientů z institucionální výchovy je považován za jeden z klíčových faktorů dalšího životního úspěchu (Martin & Jackson, 2002). Za úspěšného můžeme pro účely této studie považovat takového jedince, který plně využívá svých vnitřních dispozic a vnějších možností (Helus, Hrabal, Kulič, & Mareš, 1979).…”

Section: úVodunclassified

“…Za úspěšného můžeme pro účely této studie považovat takového jedince, který plně využívá svých vnitřních dispozic a vnějších možností (Helus, Hrabal, Kulič, & Mareš, 1979). Podle současných i starších výzkumů dosahují mladí dospělí, kteří strávili své dětství nebo jeho část v zařízeních ústavní výchovy, nižšího vzdělání, mají také nižší vzdělanostní ambice a během studia se jim dostává menší podpory v učení (Martin & Jackson, 2002;Myšková, Smetáčková, Novotná, Onder, Kuželová, & Ptáček, 2015;Langmeier & Matějček, 2011;Stančíková, 1991;Škoviera, 2007).…”

Section: úVodunclassified

“…Ministerstvo školství, mládeže a tělovýchovy ("Statistická ročenka školství", 2017) eviduje z celkového počtu 4270 klientů dětských domovů pouze 66 vysokoškolských studentů ("Statistická ročenka školství", 2017). Podíl vysokoškoláků na celkovém počtu osob umístěných v dětských domovech činí necelá 2 %, což zhruba odpovídá zjištěním, která uvádějí výzkumné studie u nás (Kuchař, 2016;Myšková et al, 2015) i v zahraničí (Martin & Jackson, 2002;Stančíková, 1991).…”

Section: úVodunclassified

“…Můžeme odvozovat, že nízké sebehodnocení může být jednou z příčin nižší školní úspěšnosti. Za jednu z překážek v jejich studijních úspěších klienti označují nízká očekávání ze strany vychovatelů, rodičů nebo učitelů (Martin & Jackson, 2002;Jackson, 1994).…”

Section: úVodunclassified

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Úspěšnost dětí z dětských domovů v sekundárním a terciárním vzdělávání – Porovnání pohledu klientů a jejich vychovatelů

Vlach¹

2017

SocEd

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Section: úVodunclassified

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Úspěšnost dětí z dětských domovů v sekundárním a terciárním vzdělávání – Porovnání pohledu klientů a jejich vychovatelů

Vlach¹

2017

SocEd

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“…Stable housing during campus closures is a unique concern for foster youth (Wolanin, 2005). In Martin and Jackson's (2002) study 45% of participants reported accommodation challenges at post-secondary institutions (Martin & Jackson 2002). This includes the timing of moving in and out, as well as requirements to leave the dorms during extended school holidays.…”

Section: Introductionmentioning

confidence: 99%

Barriers to Post-Secondary Enrollment for Former Foster Youth

Morton

2013

NWJTE

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Purpose of the studyThe purpose of this study was to explore the lived experiences of current and former foster youth who faced challenges with the process of enrolling in post-secondary education.These participants illuminated the importance of teacher preparation programs that include awareness of the contexts of foster children and youth. Unfortunately, little is known about this group, leaving them vulnerable to significant barriers. Many foster youth aspire to a four-year bachelors degree, but need the help and support of high school teachers to get there. Teacher educators have the unique opportunity to prepare future teachers to work with students from such varying backgrounds and experiences. Researcher PositioningAs a former high school English teacher with predominately upper classmen in my courses, I geared up each year for the onslaught of requests for letters of recommendations, Common Application reference forms, and editing and mentoring students through required essays. Wanting to give each student my absolute best required an organized plan to meet November 1 st university early action deadlines. As someone who completed her education through a non-traditional route, I always had a heart for those for whom early action deadlines just did not apply, no matter how much they wanted it. Two such students entered my classroom and my life and changed the way I viewed college applications, FreeApplication for Student Aid (FAFSA) and access to post-secondary education. These two students were in foster care, a population about which I knew nothing.The majority of people do not know much about foster care (Wolanin, 2005). This includes teachers. Although teacher education programs provide pre-service teachers with training and education about academic and behavioral problems, foster children constitute a specialized context about which little or nothing is taught. Thus, beginning teachers often have a gap in their preparation. Foster children and youth often experience academic and behavioral challenges. This, combined with teachers' lack of understanding of foster children's needs can make schooling especially problematic (Zetlin, MacLeod & Kimm, 2013).This paper provides information for teacher educators on the challenges foster youth face with applying for admission to post-secondary institutions, and ways teachers can support foster youth and help make their dream of pursuing a bachelor's degree a reality. In the next section I review research that emphasizes statistically the challenges foster youth face in their academic lives. This is followed by a discussion of key themes gleaned from my data collection with youth who experienced foster care.

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Educational Opportunities and Obstacles for Teenagers Living in Domestic Violence Refuges

et al. 2020

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The hidden nature of domestic violence and abuse (DVA) is well established. Globally, its prevalence is difficult to ascertain, but international legal frameworks and existing studies recognise that DVA is experienced directly by children and young people in the home or within their own intimate partner relationships. In 2013, UK policy transformed teenagers into primary service users of DVA refuges. This study examines teenagers' educational experiences over the period of their refuge stay and whether refuges responded effectively to their educational needs. Twenty refuges in England assisted with the study. Individual interviews with 25 staff members explored their perceptions of teenagers' experiences. Repeat interviews with 20 teenagers were undertaken over the period of their refuge stay. The voices of teenagers are prioritised in this paper; four teenagers contributed to study design and three assisted with data analysis. A thematic approach was taken to analyse the data. Teenagers described various educational difficulties associated with adolescence and refuge life. Major themes included the disruption of education and a lack of resources to support educational achievement. Education can contribute to the resilience of teenagers who have experienced DVA. Refuges and schools should work collaboratively to build a co‐ordinated response. Key Practitioner Messages Refuge staff working with teenagers need to identify and prioritise their educational needs. Refuges and schools need to collaborate to improve access to educational support and resources for teenagers in refuges. Where schooling is interrupted, teenagers should be provided with appropriate alternative resources. The co‐ordinated educational support provided to looked‐after children should be considered as a model for teenagers in refuges.

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Educational success for children in public care: advice from a group of high achievers

Cited by 143 publications

References 14 publications

Úspěšnost dětí z dětských domovů v sekundárním a terciárním vzdělávání – Porovnání pohledu klientů a jejich vychovatelů

Úspěšnost dětí z dětských domovů v sekundárním a terciárním vzdělávání – Porovnání pohledu klientů a jejich vychovatelů

Barriers to Post-Secondary Enrollment for Former Foster Youth

Educational Opportunities and Obstacles for Teenagers Living in Domestic Violence Refuges

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