Displaying 31 - 40 of 438
Abstract
Homeless young adults (HYA) with and without a history in foster care in the United States experience lower high school graduation rates than young adults in the general population. Few studies examine the risk and resilience factors that promote positive educational outcomes for these subpopulations. This study explores the factors that are associated with positive educational outcomes for HYA with and without a foster care history. This study uses data from a 3-city cross-sectional study of HYA, which included quantitative interviews of HYA between the ages of 18 and 24 (N…
Abstract
The goals of this article were to (a) examine the changes in educational achievements of children in care from preschool through the end of primary school; (b) identify subgroups exhibiting distinct educational trajectories; and (c) explore key predictive individual, care, and school characteristics. To this end, the study investigated a cohort of 1,834 children in England who had been in care in their final year of preschool. Data from the National Pupil Database and from the Children Looked After Database was used to examine national assessments of literacy and numeracy in…
This brief article from Student Affairs Today highlights some of the lessons learned by student affairs professionals regarding foster care support programs at higher education institutions in the United States in light of the COVID-19 crisis.
We are facing an education emergency. At the height of the COVID-19 pandemic, over 1.6 billion learners were out of school. For the first time in human history, an entire global generation has had their education disrupted. And we know from previous crises that the longer children are out of school, the greater the risk that they do not return – over nine million children could miss out on education for good.
New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.…
This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.
Abstract
Secure Children’s Homes accommodate some of the most vulnerable children in society and yet they have evaded sustained academic attention. Consequently, little is known about children’s education in this type of setting. Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution. This approach makes visible that while the small-scale of the setting is of value, the mix of children accommodated for qualitatively different reasons is problematic for both the delivery of…
Abstract
Much has been written on the psychosocial support of orphans and vulnerable children (OVC) around the world regarding their well-being. However, there is still a lack of information on the efficacy of the Basic Education Assistance Module (BEAM) both as material and a psychosocial support intervention for OVCs within the rural communities of Zimbabwe. This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the OVC, care-givers and community leaders on their experiences with BEAM as a material and psychosocial support…
This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children, by:
- Evidencing the range of guidance and support that exists currently to equip stakeholder professionals, including Virtual School Heads and Designated Teachers, to use PP+ effectively;
- Generating evidence and insights into how PP+ is used and allocated, and how the impact of PP+-funded interventions is evidenced; and
- Illuminating any gaps in support and guidance that need addressing…
The authors of this study conducted research with 234 care experienced university students in England and Wales to explore the factors that promoted access to higher education. We found that embedded support significantly aided positive transitions to university life. This report addresses shortfalls in support and highlights examples of best practice identified by care experienced students. The report concludes with recommendations for universities, made jointly with Care Leaver Covenant (CLC).
Abstract
This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK. Data collected through survey and interview demonstrated the positive impact that these schools have upon disadvantaged children and their families, providing a breadth and depth of ongoing care, against a backdrop of ongoing fiscal cuts and uncertainty. Often this provision was in lieu of the reported minimisation of other social services support for struggling families. We argue in this paper that the loss of…