The voices of youth formerly in foster care: Perspectives on educational attainment gaps

Clemens, Elysia V.; Helm, Heather M.; Myers, Kristin; Thomas, Christina; Tis, Matt

doi:10.1016/j.childyouth.2017.06.003

Cited by 53 publications

(45 citation statements)

References 24 publications

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“…This is consistent with other studies demonstrating the highly influential role of caregivers in promoting educational success in young people (Cheung, Lwin, & Jenkins, 2012). In particular, research has shown the importance of caregivers, teachers, and other professionals in engaging with youth and demonstrating interest and belief in their dreams, aspirations, and struggles (Clemens et al, 2017). According to Newman (2004), having a warm and redeeming relationship with at least one other person can build resilience and help youth overcome their odds.…”

Section: Discussionsupporting

confidence: 88%

“…Our findings echo this sentiment and demonstrate empirically that achieving the educational hopes and dreams from high school is contingent on a number of interconnected factors. As such, solutions will likely require widespread systemic change (Clemens et al, 2017). It must be acknowledged that this requires a tremendous investment of human and material resources including time and money, often compounded by heavy caseloads and administrative requirements among child welfare workers, teachers, and other relevant support systems, undercutting their ability to fully meet the educational needs of children (Stoddart, 2012).…”

Section: Discussionmentioning

confidence: 99%

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Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare

Dimakosa

Loomis

O’Malley

et al. 2022

The European Educational Researcher

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Children of families involved with child welfare services are considered high-risk and are vulnerable to developing problems in a number of domains. In particular, educational achievement among this population tends to be lower relative to general population peers. The goal of this qualitative study was to understand the educational aspirations and subsequent pathways of young adults with former child welfare involvement. Semi-structured interviews were conducted with seven young adults (mean age of 31 years) from Ontario, Canada about their educational aspirations in high school and factors that served as facilitators and obstacles to their achievement. The results indicate youth had high hopes and dreams for their future in high school. However, complex challenges impeded the realization of these dreams. Although all seven participants initiated post-secondary programs, only one reached successful completion. None of the young adults achieved the educational and occupational dreams they had in high school. Nevertheless, returning to school remains a prominent future goal for most participants. Despite significant challenges and unrealized educational aspirations, youth with child welfare experiences continue to place high value on education in inspiring hope and optimism for the future. Addressing barriers to educational achievement for youth with child welfare involvement remains an important focus to help educational aspirations become a reality.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare

Dimakosa

Loomis

O’Malley

et al. 2022

The European Educational Researcher

View full text Add to dashboard Cite

show abstract

“…However, prior research reported minimal communication between these supporters, such as school agents, caseworkers, and foster parents. Strategies should be established to improve the communication between these actors (Clemens et al, 2017; Day et al, 2015; Morton, 2016). Both care and education should be involved.…”

Section: Discussionmentioning

confidence: 99%

How do foster children placed in long-term family foster care experience school?

Holen

Hove

Clé

et al. 2021

Developmental Child Welfare

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Background: Foster children often experience school problems and perform less well than average. This may result in failed school careers and compromised future career paths. Nonetheless, few studies have focused on the perspective of foster children regarding education. Method: Semi-structured interviews were conducted with 27 foster children (M = 14 years, range = 12–18 years) placed in long-term family foster care about their experiences regarding “school.” Results: A thematic analysis distinguished four main themes: (1) the importance of school for foster children; (2) the impact of the foster care placement on the school performance (3) support foster children receive with regard to their functioning and performance at school; and (4) the fear of stigmatization. Discussion: Foster children attach a great importance to school and receive support from different persons. Yet, many foster children are confronted with school difficulties, such as bullying, hindered concentration, and negative reactions to being placed in foster care. Interventions should be developed to support this group and improve their performances. Furthermore, actors who get in touch with foster children should be better acquainted with foster care.

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“…Only 3% of the Flemish care leavers obtained a bachelor or master's degree, compared to 29% of their same-ages peers (18-28 years old) (SOS Kinderdorpen, 2017). Overall females achieve better outcomes than males (Clemens et al, 2017;O'Higgins, 2017;McClung & Gayle, 2010;Sebba, 2015). Foster care leavers generally achieve higher educational qualifications than residential care leavers (Gypen et al, 2017).…”

Section: Educationmentioning

confidence: 99%

The key role of education for Flemish care leavers

Gypen

West

Stas

et al. 2022

Developmental Child Welfare

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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.

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The voices of youth formerly in foster care: Perspectives on educational attainment gaps

Cited by 53 publications

References 24 publications

Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare

Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare

How do foster children placed in long-term family foster care experience school?

The key role of education for Flemish care leavers

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