Navigating educational success: Modes of expectation among care‐experienced young people

Mølholt, Anne‐Kirstine; Bengtsson, Tea Torbenfeldt; Frederiksen, Morten

doi:10.1002/berj.3908

Cited by 1 publication

(3 citation statements)

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“…Many of the contributions in this special issue highlight that teachers and other staff members in educational contexts can play a fundamental role in providing trusted and consistent relationships to care-experienced people. As already noted, stability can have a positive impact on educational success (Matchett & Appleton, 2024;Mølholt et al, 2024), and in shaping positive experiences and engagement with education (Brown & Shelton, 2024;Marion & Tchuindibi, 2024;Melkman, 2024). Yet given their position, such relationships with teachers and other staff can also enhance access to future opportunities-both within education and beyond.…”

Section: Content Of This Speci Al Issuementioning

confidence: 91%

“…Such circumstances can understandably impinge on care-experienced peoples' engagement with, perceptions of and outcomes in education. Stability formed through trusting relationships with adults and stable living circumstances, as two of our sociological contributions highlight (Matchett & Appleton, 2024;Mølholt et al, 2024), are highly influential in educational success among care-experienced people. In applying Luhmann's (1988) theory of 'trust, risk and uncertainty' to care-experienced people transitioning out of care in Denmark, Mølholt et al (2024) found that three modes of future expectations existed among their participants: 'trust, risk and danger'.…”

Section: Content Of This Speci Al Issuementioning

confidence: 91%

“…While the papers within this special issue cover an interesting variety of topics individually, when taken together, the commonalities between them highlight pertinent issues experienced by those with a background of care across educational settings and national contexts. These include inclusivity and recognition in the definitions used to identify someone as 'care-experienced' (Brown & Shelton, 2024;Bunn & Fuller, 2024;Child & Marvell, 2024), the importance of relationships for educational success (Brown & Shelton, 2024;Collins et al, 2024;Marion & Tchuindibi, 2024;Matchett & Appleton, 2024;Sandford et al, 2024) and the risk-laden nature of transitions through education for those with an absence of support (Melkman, 2024;Mølholt et al, 2024).…”

Section: Content Of This Speci Al Issuementioning

confidence: 99%

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Theorising educational engagement, transitions and outcomes for care‐experienced people: Introduction to the special issue

Baker,

Ellis,

Harrison

2023

British Educational Res J

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Theorising educational engagement, transitions and outcomes for care-experienced people: Introduction to the special issue BACKGROUND Most countries have a system in place to care for young people whose birth families are not in a position to look after them safely, usually owing to neglect or maltreatment. While the terminology differs (e.g. 'children in care' in the UK, 'foster youth' in North America or 'out of home care' in Australia) along with the configuration, funding levels and services provided, the purposes of providing a safe and stable home are broadly comparable. Care can take different forms, including foster care, residential facilities or living with extended family. Young people may spend short periods or many years in care, leaving through adoption, returning to live with the birth family or when they reach adulthood.Care-experienced people are among the most educationally marginalised of any identifiable social group, both in childhood and in adulthood (Cameron et al., 2018). Typically, they have markedly lower educational outcomes than their peers, as well as a higher propensity to leave education early (for example, for England, see Berridge et al., 2020;Harrison et al., 2023;Sebba et al., 2015). They are also more likely to be formally excluded (Department for Education, 2019;Kothari et al., 2018), forced to change schools (Sebba et al., 2015) or routed into educational pathways that have been traditionally viewed as being 'lower status' (Harrison, 2020;Harrison et al., 2023).The reasons for this marginalisation are complex and multidimensional. Pre-care experiences are often traumatic and can lead to later mental health issues and challenges with engaging in formal schooling (King, 2016); this trauma can be compounded by removal from the family or later experiences of care. Many children in care undergo significant social upheaval, losing links to family, friends and community (Ward, 2011), as well as the educational disruption of frequent school moves (Jackson & Ajayi, 2007). Low expectations from adults (Jackson & Cameron, 2012;Köngeter et al., 2016), financial issues (Jackson et al., 2005) and societal stigma (Stein, 2012) can also contribute to the trauma experienced by those with a care background.Nevertheless, many care-experienced learners do thrive in education. Stability (Sebba et al., 2015), access to educational opportunities and the support of trusted adults appear vital (Flynn et al., 2013;Gazeley & Hinton-Smith, 2018), but may be in short supply owing to the structures of the state and constraints on resources. For some care-experienced learners, their educational success may be delayed as a result of the disruptions to their schooling in childhood. This emphasises the importance of post-compulsory and adult education programmes as a form of 'second chance' pathway for educational success (Brady & Gilligan, 2020;Gilligan & Brady, 2023;Montserrat et al., 2013), with many care-experienced students participating in higher education later in life (Harrison, 2020).

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