This Chapter from Education in Out-of-Home Care illustrates that increased resourcing is needed to facilitate the achievement of improved education outcomes for Australian primary school children in out-of-home care (OHC).

This chapter from the book Education in Out-of-Home Care aims to (1) provide an overview of educational background and educational expectations of adolescents aging out of care in Brazil; (2) examine associations between educational background and extracurricular activity and placement characteristics; and (3) discuss the specificities of education in care for adolescents in Brazil as well as its similarities with other countries.

This chapter from the book Education in Out-of-Home Care describes trends in the secondary and postsecondary educational attainment of care-experienced young people in the California Youth Transitions to Adulthood Study (CalYOUTH), support they received to pursue their education, and the obstacles they have encountered along the way.

This chapter from the book Education in Out-of-Home Care examines a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success.

In this chapter from the book Education in Out-of-Home Care the authors highlight ongoing legislative and policy challenges related to postsecondary education for care leavers.

This chapter from the book Education in Out-of-Home Care presents findings from a study of the educational progress of Out of Home Care (OHC) children in England.

This Chapter explores learning opportunities and challenges confronting primary school children in care.

The present research from the book Education in Out-of-Home Care examined the question of possible gender effects of a tutoring program for children in foster care in Ontario, Canada, as well as several other questions of a practice-related nature, including the impact of implementation fidelity on the effectiveness of the tutoring program and the children’s and caregivers’ perception of the tutoring.

This chapter from Education in Out-of-Home Care describes part of a project in England where the concept of Caring Schools was developed, with four domains: ethos and leadership, child focused practice, relationships with parents and carers, and interagency working.

In this chapter from the book Education in Out-of-Home Care the authors explore their journeys to and through university and doctoral studies, drawing in the experiences of other care leavers who have gone to university and care leavers they have encountered through their research into this topic.