Systematic review of the educational experiences of children in care: Children’s perspectives

Townsend, Indra M.; Berger, Emily

doi:10.1016/j.childyouth.2020.104835

Cited by 30 publications

(26 citation statements)

References 55 publications

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“…The three themes in the current paper construct an account of how prosocial relationships with teachers and informal educators can engage adolescents with care-experience in self-reflection to promote a more coherent sense of identity and positive mental health. DS may also offer formal and informal educators the opportunity to challenge the stigma and connotations of the many labels attached to adolescents with care-experience by increasing understandings of the context in which they live (Townsend et al, 2020). In so doing, DS could help formal and informal educators to be more aware and responsive to the needs of individual students and their circumstances.…”

Section: Critical Discussion and Educational Implicationsmentioning

confidence: 99%

“…The key message from the analysis of this theme is that in engaging adolescents with careexperience, caring adults need to better attend to the potential impact of everyday identity work and connectedness on this group's mental health and educational progress (Townsend, Berger, & Reupert, 2020). Caring adults, whatever their discipline, develop multidimensional relationships with this group of adolescents that have an educative and therapeutic value.…”

Section: Richness Of Everyday Identitymentioning

confidence: 99%

“…Of course, an important context for identity construction is education, and, here, as Mannay et al (2017) argue, individuals with careexperience are often positioned outside the dominant discourses of success, and this can have significant consequences for their future educational trajectories. In this context, the opportunity for DS to promote educators' understandings of adolescents with careexperience living circumstances (Townsend et al, 2020) emerges, as does the ability to challenge stigma (Mannay et al, 2017).…”

Section: Richness Of Everyday Identitymentioning

confidence: 99%

“…Each chose to renegotiate traumatic event(s) in a trusted adult relationship context. In so doing, this theme underlines the potential applications of DS techniques as a mechanism for generating a positive sense of identity, future expectations and increasing educator understandings of adolescents with care-experience circumstances (Townsend et al, 2020), each of which are regarded as potent change mechanisms in interventions promoting good mental health for vulnerable adolescents (Anderson & Mack, 2017;O'Higgins et al, 2017;Prince et al, 2019).…”

Section: Opportunities To Renegotiate Traumasmentioning

confidence: 99%

See 3 more Smart Citations

Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

Hammond

Cooper²,

Jordan³

2021

Cambridge Journal of Education

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The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate selfreflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14-18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.

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Section: Critical Discussion and Educational Implicationsmentioning

confidence: 99%

Section: Richness Of Everyday Identitymentioning

confidence: 99%

Section: Richness Of Everyday Identitymentioning

confidence: 99%

Section: Opportunities To Renegotiate Traumasmentioning

confidence: 99%

See 2 more Smart Citations

Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

Hammond

Cooper²,

Jordan³

2021

Cambridge Journal of Education

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“…Besides, listening to the voice of children in care is fundamental to the residential care system, allowing them to become subjects capable of intervening in the world around them and being heard (González et al 2015). However, while there exists established literature on residential care (e.g., Courtney and Iwaniec 2009;Gilbert et al 2011), research based on cases drawing from the actual experiences of adolescents is still relatively scarce (Townsend et al 2020;Wilson et al 2020). With these considerations in mind, a qualitative study was designed comparing the experiences of a group of children in residential care in Spain and Portugal, two neighbouring countries with a similar socio-cultural matrix where the increased placement of children in residential care is noticeable.…”

Section: Introductionmentioning

confidence: 99%

Young Teenagers’ Views Regarding Residential Care in Portugal and Spain: A Qualitative Study

et al. 2021

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Research on residential care has been well established in the literature. Nonetheless, research drawing from the actual experiences of adolescents is relatively scarce. A qualitative study was designed highlighting the voices of children, analysing their fostering experience, interpersonal relationships, their participation in daily decisions, and future aspirations. The sample included 33 early adolescents in residential care aged 12–14 in Portugal (n = 17) and Spain (n = 16). Results showed that there was agreement in terms of the importance given to education, their satisfaction with the material conditions of residential centre, and their dissatisfaction concerning matters of individuality, autonomy, participation, and socialization.

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The educational experience of young people in residential care through the lens of learning careers

Marion,

Tchuindibi

2023

British Educational Res J

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To complement previous research investigating the educational attainment of young people in out‐of‐home care reporting lower educational outcomes and risk factors, a more comprehensive approach is necessary. Our objective with this article is to better understand the learning careers of young people in residential care. That includes documenting their experience and the meaning they attribute to learning in formal settings over time and identifying critical turning points in each young person's learning career. Based on an interpretative paradigm, we conducted a qualitative study using biographical interviews with young people aged 14–18 in residential care in Quebec, Canada. We first demonstrate that the learning careers of young people in residential care are unique and non‐linear. Second, by studying turning points, we highlight the critical role that institutions, teachers and youth workers can play in fostering a positive or negative learning career. Finally, we noted learners’ different responses to these circumstances and differences in learners’ perception of their measured performance and their influence on their engagement with formal learning. We discuss why considering young people as the main actors and producers of meaning regarding their educational experience and learning careers appears necessary.

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Systematic review of the educational experiences of children in care: Children’s perspectives

Cited by 30 publications

References 55 publications

Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling

Young Teenagers’ Views Regarding Residential Care in Portugal and Spain: A Qualitative Study

The educational experience of young people in residential care through the lens of learning careers

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