The key role of education for Flemish care leavers

Abstract

Research consistently shows that both foster- and residential care leavers achieve lower levels of educational qualification in comparison to the general population. However, in Western society, education remains an important gateway to success in employment, income and housing opportunities. This study explores and predicts educational achievement of care leavers in Flanders and investigates the effect of educational attainment on other outcomes (employment, income and housing). The study involves 220 care leavers (both family foster care ( n = 138) and residential care ( n = 82)). Data was collected using a self-reporting questionnaire touching multiple domains. The participants of the study (77 male, 143 female) are between 21 and 27 years old. Both foster- and residential care leavers achieve significantly lower qualifications, earn less and more often experience homelessness than their peers from the general population. Residential care leavers achieve lower qualifications and are more often unemployed than foster care leavers. Multiple regression analyses indicate that the level of qualification is a key factor in determining the results on employment, income and education. More placements and less support during the time in care are significantly associated with lower educational achievements. This lower qualification brings significantly higher risks of unemployment, financial- and housing obstacles in the long term. It is therefore important to support young care leavers in attaining their qualification, therefore providing equal opportunities in our society. Policy makers should focus on increased support regarding education during the time in care. School- and placement changes should be minimized, and society ought to invest in psychological support during placement.

Untitled

“…Vzdělání je pro mladé dospělé kriticky důležité. Výzkumy ukazují, že jedinci opouštějící institucionální prostředí mohou mít horší edukační kompetence oproti intaktní populaci (Gypen et al, 2022). Pakliže vychovatelé nemohou dětem v dětských domovech poskytnout adekvátní podporu při domácí přípravě, nelze očekávat, že děti a mladí dospělí budou schopni zvládnout nároky dnešní edukační reality.…”