Participation in social, leisure and informal learning activities among care leavers in England: positive outcomes for educational participation

Abstract

Against a background of research and national statistics that consistently show that educational participation and achievement of young people in and leaving care is significantly lower than is the case for the non‐care population, previous research has shown the positive impact that social, leisure and informal learning activities can have on the educational participation and achievements of young people, and particularly those from disadvantaged backgrounds. The UK: Care Matters Green Paper stated that involvement in leisure and social activities can have a positive impact on the self‐esteem of young people in and leaving care and upon their educational attainment and later success in the labour market. This paper reports on the English results of a cross‐national study of young people from a public care background and their pathways to education in Europe. Using case study examples it explores the impact that social, leisure and informal learning activities can have on educational participation and educational pathways of young people in and leaving care. The paper argues that, in view of these findings, encouraging and supporting young people in and leaving care into these types of activities should be a priority for social care professionals, carers and teachers.

Facilitated participation: cultural value, risk and the agency of young people in care

“…The glimpses the film provides into "the girls" (as they preferred to be referred to) everyday participation are examples of what Hart (2009, p. 4) would call the "cracks between adult-organised events" (facilitated activities). Our research supports arguments that participation in social, cultural and leisure activities improve, at least, the self-reported well-being of young people growing up in care (see, for instance, Gilligan, 2007;Hollingworth, 2012;Quarmby, 2014;Säfvenbom & Samdahl, 2000). However, little is known about the complexity and diversity of activities and everyday interests young people are offered, where and whom they participate with, and the values that influence their everyday choices.…”

“…Research shows that participation in "positive activities" plays a significant role in improving or ensuring the well-being, personal development and future outcomes of "looked-after" young people (for instance, Gilligan, 2007;Hollingworth, 2012;Quarmby, 2014;Säfvenbom & Samdahl, 2000). As a result of this, the participation of young people in care in a range of extra-curricular activities is legislated as a responsibility of the "corporate parent".…”

Sport and physical activity in the lives of looked-after children: a ‘hidden group’ in research, policy and practice

“…For instance, early observations (detailed below) of the children's home indicate that specific rules and routines impact on young people's ability to engage in certain activities: While a lack of time was previously reported to be a key factor restricting leisure activities (including sports and physical activities) (Hollingworth, 2012), like these initial findings, this may result from structural and organisational policies (Gay, Dowda, Saunders & Evans, 2011). For instance, having to eat evening meals at set times and needing to negotiate time for activities with staff.…”

“…Several studies from the UK and abroad have suggested that engagement in sporting activities can open new social relationships beyond the care system (Gilligan, 1999;Safvenbom & Samdahl, 2000). Hollingworth (2012) found that sport for those living in, or leaving care, enabled them to develop friendships and widen their social network, as well as mix and socialise in mainstream activities with young people who are not in care. This is particularly important for looked-after children who, due to past experiences, may find interacting with wider networks and communities particularly difficult (Safvenbom & Samdahl, 2000).…”

Physical Activity and Children in Care: A Scoping Review of Barriers, Facilitators, and Policy for Disadvantaged Youth

“…Using semi-structured interviews, an English study of 32 care leavers aged between 18 and 32 found that a lack of money was a major barrier to involvement in leisure and social activities, with the most frequent activity being sport. 28 This study provides an insight into potential reasons for drop out of structured PA post-care. While finance could be an issue for those leaving care, an American study of children living in residential care reported few differences in PA participation with regard finance, regardless of race/ethnicity.…”