Displaying 1 - 10 of 17
Abstract: There are over 48,000 Australian children currently in out-of-home care (OOHC). Journalist Mykeala Campanini explores why a majority of these children are struggling to reach national literacy and numeracy benchmarks, which puts them at risk of becoming disengaged with schooling, resulting in lifelong disadvantage.
Abstract
Background
Maltreated children are at risk of poor educational outcomes, but also experience greater individual, family, and neighbourhood adversities that may obscure an understanding of relationships between child protection involvement and educational attainment.
Objective
To examine associations between child protection involvement and 3rd- and 5th-grade reading and numeracy attainment, while controlling multiple other adversities.
Participants and Setting
Participants were 56,860 Australian children and their parents from the New South Wales Child…
Abstract
Australian children growing up in out-of-home care (OHC) have learning outcomes well below their mainstream peers. This Chapter explores learning opportunities and challenges confronting primary school children in care. It presents a contemporary overview of policy, practice and research in this domain. The Chapter examines socio-emotional and cognitive difficulties these children often bring into OHC, especially those deriving from attachment disruption and trauma. It also considers systemic issues encountered within the care system, including placement changes and a lack of…
Abstract
Given the general lack of attention paid to the education of children in state care, and low expectations of them, it is widely accepted that we are unique, two former foster kids with the highest level of academic degrees, doctorates. In this chapter from the book Education in Out-of-Home Care we explore our journeys to and through university and doctoral studies, with attention to our similarities as outliers and differences across time. We…
Abstract
Postsecondary education outcomes of Australian care leavers are not systematically documented. Complexities of a federal system of government, and the early conclusion of corporate parenting responsibilities (usually when those in care reach 18 years of age) have restricted the ability to track educational progress. Historically, a lack of national data on care leavers in higher education has contributed to policy inertia and a culture of low educational expectations and outcomes. Extending the quantitative evidence base is critical to improving these outcomes and developing…
Abstract
Annual media attention in Australia on the students and schools with the highest scores in the final year of secondary education (Year 12) promotes a narrow and elitist perception of the educational value of such statistical achievement. This in turn leaves disadvantaged students and their schools effectively stigmatised. Various disadvantaged groups benefit from equalising processes built into the senior-year system, but children in or recently discharged from out-of-home care (OHC) and adults who were in care as children are excluded from the official list of “equity” groups at…
Abstract
High quality early childhood education and care (ECEC) from age 3 may promote early learning, reduce vulnerability and narrow achievement gaps between children in care and their peers. Children from socioeconomically disadvantaged backgrounds have lower rates of participation in a formal early childhood program than children generally. However, little is known about the rate of ECEC attendance among children in out-of-home care (OHC); the type, amount and quality of service they experience as well as the factors that may create a barrier to access. This chapter from the book…
Abstract
Australian children growing up in out-of-home care (OHC) have learning outcomes well below their mainstream peers. This Chapter explores learning opportunities and challenges confronting primary school children in care. It presents a contemporary overview of policy, practice and research in this domain. The Chapter examines socio-emotional and cognitive difficulties these children often bring into OHC, especially those deriving from attachment disruption and trauma. It also considers systemic issues encountered within the care system, including placement changes and a lack of…
The Early Childhood Agreement for Children in Out-of-Home Care (OOHC) was first developed in 2014 as a shared commitment by the Victorian Department of Education and Training (DET), the Department of Health and Human Services (DHHS), the Municipal Association of Victoria (MAV) and Early Learning Association Australia (ELAA) to support young children in OOHC in Victoria, Australia to access key early childhood services. This now reflects a key purpose of the Early Years Compact between DHHS, DET and MAV (the Compact), which is the overarching framework governing the planning and…
Abstract
Approximately 48,000 children in Australia are living in out-of-home care (OOHC). While there are many different reasons why children are placed in OOHC most children who have been removed from their parental home have a range of complex needs and challenges. One of those challenges is the significant level of educational disadvantage they experience. This review assesses the literature that describes the risk and protective factors for children on OOHC experiencing educational disadvantage. It describes evidence-based interventions that improve educational outcomes for children…