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Abstract
Background
In Norway, a disproportionately high number of children receiving Child Welfare Services (CWS) struggle academically and drop out of school. Academic attainment is one of the strongest protective factors against societal marginalization. The present study is part of a knowledge translation project in collaboration with local CWS with the aim to develop, implement, and evaluate Enhanced Academic Support (EAS) for primary school children in CWS.
Methods/design
The study is a mixed-methods hybrid type 2 randomized, controlled pragmatic trial. The participants are…
Abstract
In many Western countries, children in immigrant families are considered at increased risk of experiencing social problems and marginalization and are often overrepresented in the care population. How these children fare in the educational system is crucial for their future adult life. International research over several decades has shown that many child welfare clients quit school prematurely, but less is known about their educational progress by country of origin. Based on a large‐scale longitudinal study from Norway, this article examines early school leaving between ethnic…