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The Transition Hub aims to support young people aged 11 to 17 who are making the transition into care or experiencing a placement transition.
It does this through a multi-disciplinary team which provides support to young people, their carers and schools. Developed by Dr Catherine Carroll, working in collaboration with Achieving for Children and Barnet Local Authority, the Transition Hub aims to support the social and academic development of young people. Depending on the young person’s situation, either they receive ‘inreach’ support delivered in a physical hub for up to six weeks followed…
* This is a working paper and is open for consultation.
There is widespread recognition that children have the right to both grow up in a family and to have a quality education that meets their needs. However, in recent years, Lumos’s programmatic work has highlighted that children’s rights to family life and education can sometimes be seen as contradictory or even mutually exclusive. We have also seen that innovative, practical and policy-based interventions can enable all children to fully enjoy both rights.
Lumos has therefore undertaken the latest in its…
Abstract
Background
Children involved with Child Protective Services (CPS) have been shown to have lower academic achievement. It is unclear whether certain qualities of the home environment can optimize academic achievement in this vulnerable population.
Objective
This study sought to determine whether home environments with higher levels of emotional support and cognitive stimulation predict later academic achievement and whether this relationship is moderated by placement type (i.e. biological/adoptive parent care, kinship care, or non-kinship foster care).
Participants and…
This publication provides data from the 2018-19 school year on attainment and post-school destinations for 1,031 school leavers in Scotland who were looked after within the last year, attendance rates for 11,238 school pupils looked after within the last year, 837 of these pupils who were excluded from school, and achievement of curriculum for excellence levels for 3,288 pupils who were looked after within the last year and in P1, P4, P7 or S3.
Access the data here.
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…
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
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…
Introduction
Evidence shows that the educational attainments of Children in Need (CIN) and Children in Care (CIC) in England are lower than for other pupils. This represents sizeable numbers of children: the latest figures (March 2019) showed that there were 399,500 Children in Need in England and 78,150 Children in Care. The ‘attainment gap’ in reaching expected standards is approximately 25-30% at Key Stage 1 (aged 7) and KS2 (aged 11), and 25% at KS4 (aged 16). Researchers have often investigated the education of Children in Care; however, Children in Need have received very little…