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

Gribble, Karleen; English, Rebecca

doi:10.18357/ijcyfs72201615720

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…The teachers who participated in the Spring 2021 focus group were seasoned special educators working in a dual mental health/education program, and they struggled with adapting and engaging students. In contrast, most teachers are not trained in educating youth who have adverse life experiences (Attwood et al, 2022 ; Brown et al, 2022 ; Gribble & English, 2016 ; Moyer & Goldberg, 2020 ). Parents in the survey expressed their desire that teachers become knowledgeable about the impact of trauma on their youth’s ability to learn.…”

Section: Resultsmentioning

confidence: 99%

A Mixed-Methods Study Exploring the Educational Experiences of Foster Youth and Foster Parents During COVID-19

Lee

Rauktis

Mulzet

et al. 2023

Child Adolesc Soc Work J

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The COVID-19 pandemic and measures taken to decrease the spread impacted youth in foster care and foster parents in a myriad of ways. One critical yet unexplored area is how educational changes during the first 2 years of the pandemic impacted this specific group of youth in foster care and foster parents. This exploratory study used three methods: (1) A scoping review of the prior research on pandemics/climate events and school closures and the research from early 2020; (2) individual interviews and focus groups with foster parents and teachers; and (3) an online survey of 88 foster parents. We endeavored to include findings at each stage of the process. Research from prior epidemics and school closures and predictive models predicted learning losses which were verified by the findings in the survey and interviews. Foster parents reported that the youth in foster care had great difficulty concentrating with on-line delivery and the absence or greatly limited access to mental health services compounded the challenges. Even as children returned to classrooms, the behavior of children, youth resulted in suspensions and expulsions likely increasing learning losses. The discussion identifies some approaches to addressing COVID-19 learning gaps and the mental health needs of this vulnerable group of children and youth.

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Section: Resultsmentioning

confidence: 99%

A Mixed-Methods Study Exploring the Educational Experiences of Foster Youth and Foster Parents During COVID-19

Lee

Rauktis

Mulzet

et al. 2023

Child Adolesc Soc Work J

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“…Tingkat pendidikan, pengetahuan orangtua tentang pengasuhan anak, serta kondisi orangtua mempengaruhi bagaimana dalam membangun attachment. Dengan adanya kelekatan yang aman (secure attachment) akan memungkinkan anak-anak menjadi merasa aman dan dapat menghasilkan energi bagi anak untuk bertahan hidup termasuk dalam melakukan kegiatan akademik (Gribble & English, 2016). Hal ini mengindikasikan bahwa attachment yang aman yang diberikan orangtua di rumah akan menguatkan anak menghadapi situasi krisis pandemi covid-19.…”

Section: Attachmentunclassified

Dampak Pandemi Covid-19 Terhadap Perubahan Sosial Pada Anak

Saumantri

2022

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This study aims to outline the impact of the COVID-19 pandemic on social change in children. Children as social actors have changed from their routines during the covid-19 pandemic, such as: not being at school, learning remotely virtually, doing activities at home, not meeting physically with their friends, and getting used to maintaining their health following the covid-19 health protocol. Another situation faced by children is experiencing separation from parents or caregivers because parents are in isolation or die because they are positive for covid-19, and parents cannot return home due to social distancing policies. This research was qualitative through library research, which included field research with observations, documentation, and interviews. This study found that the situations and conditions that occurred during the covid-19 pandemic impacted the social realm of children's growth and development. These situations can positively and negatively impact child development and children's social welfare problems.

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“…Studies (Slater, Burton & McKillop, 2020) suggest that students who identify as having an ASD are benefited by the choice to home educate. They are more settled, experience better academic success (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020) and have times to visit therapists and specialists that are affected by the timing of the school day (Gribble & English, 2016). Further, parents who choose to home educate, especially after their child who identifies as having ASD has been schooled for a period of time, also describe greater satisfaction with the experience of home education in comparison to schools (Abdullah, 2017;Lawrence, 2018;Khaustov & Schumskih, 2019;Simmons & Campbell, 2019;Slater, Burton & McKillop, 2020).…”

Section: Responsibilisation and Educational Choicementioning

confidence: 99%

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

English

2021

Journal of Pedagogy

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Numbers coming out of education departments in Australia suggest that, even though most Australian schools are open, and families are able to send their children to them, increasing numbers of parents are deciding to keep their children at home for their education (Queensland Government: Department of Education, 2020). It may be that, as the president of Australia’s home education representative body stated during the pandemic, Covid school closures offered a “risk-free trial” of home education (Lever, 2020) by providing an a-posteriori experience of education outside of schools. Building on the Covid experiences, this paper suggests that ‘accidentally falling into’ home education may be significant in understanding parents’ home education choices. Using numbers of home educators from Australia, and the associated data on their location and ages, this paper argues responsibilisation (see Doherty & Dooley, 2018) provides a suitable lens to examine how parents may decide, after an a-posteriori experience such as Covid school closures and previous, often negative, experiences of schooling, to home educate in the medium to long term. This paper proposes that increasing numbers of home educators will be seen in various jurisdictions where families perceive themselves responsibilised to home educate due to Covid as an a-posteriori experiences of home education. The paper proposes these families are ‘accidental’ home educators (English, 2021). By contrast, much more stable is the ‘deliberate’ home education population, those whose choices are based in a-priori beliefs about schooling. The paper proposes that the accidental home education category may be better able to explain the growing numbers of home educators in Australia and across the world, providing a means for governments to respond to the needs of this cohort, and the policies required to manage this population.

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

Cited by 4 publications

References 32 publications

A Mixed-Methods Study Exploring the Educational Experiences of Foster Youth and Foster Parents During COVID-19

A Mixed-Methods Study Exploring the Educational Experiences of Foster Youth and Foster Parents During COVID-19

Dampak Pandemi Covid-19 Terhadap Perubahan Sosial Pada Anak

Getting a risk-free trial during COVID: Accidental and deliberate home educators, responsibilisation and the growing population of children being educated outside of school

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