Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people

Sandford, Rachel; Quarmby, Thomas; Hooper, Oliver

doi:10.1002/berj.3907

Cited by 3 publications

(1 citation statement)

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“…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%

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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Section: Content Of This Speci Al Issuementioning

confidence: 99%

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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Physical education in alternative provision schools: A case of spatial (in)justice?

Maher,

Quarmby,

Hooper

et al. 2024

British Educational Res J

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Physical education has the potential to achieve the desired outcomes of alternative provision schooling by re‐engaging young people in learning, supporting their social and emotional development and facilitating their reintegration into mainstream schooling. To do so, however, it requires sufficient and appropriate space because, unlike other subjects, its focus on embodied curriculum, embodied pedagogy and embodied learning requires the mind–body–self of young people to move across, within and between space(s). As such, we embrace what Soja (Seeking Spatial Justice, University of Minnesota Press, 2010) termed the ‘spatial turn’ in research and draw on the concept of spatial (in)justice to explore social, economic and environment inequalities in the education and alternative provision landscapes in England. To do so, we gathered empirical evidence via individual interviews with 13 physical education practitioners working in alternative provision schools in England. With the permission of participants, interviews were audio‐recorded and audio transcribed, and the transcripts subjected to reflexive thematic analysis. We discuss spatial injustices in alternative provision physical education through the following themes: (1) accessing space for physical education off‐site; (2) low expectations for appropriate space and making the most of the limited space available for physical education; and (3) weather determining usage of outside space and difficulties gaining external funding for on‐site spaces. We end this article by calling on others to join our efforts to lobby government to ensure that alternative provision settings, new and old, are not exempt from the School Premises Regulations so that a clear, legally binding expectation is created so that sufficient space is provided to teach physical education.

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Culture, power, and ideology: the purpose and value of physical education (PE) in alternative provision schools in England

Maher,

Quarmby,

Hooper

et al. 2024

Educational Review

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Theorising the potential of physical education and school sport to support the educational engagement, transitions and outcomes of care‐experienced young people

Cited by 3 publications

References 55 publications

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

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

Physical education in alternative provision schools: A case of spatial (in)justice?

Culture, power, and ideology: the purpose and value of physical education (PE) in alternative provision schools in England

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