01 02 03 Institute for Effective Education, University of York: Being in care is not the problem 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Being in care is not the problem

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A new systematic review from the University of Oxford has shown that although children in foster care lag behind their peers in a number of educational outcomes, this is not simply the result of being in care.

The authors considered all studies undertaken in English and published since 1990, with 28 studies meeting their inclusion criteria. These showed that children in foster or kinship care had poorer outcomes than their peers on a number of measures of educational attainment, including grades, literacy and numeracy test scores, attendance, and exclusions.

However, the studies reviewed suggest that the relationship between being in such care and low educational outcomes is partly explained by pre-care experiences, such as mistreatment and neglect. Also, the strength of the relationship between being in care and educational outcomes was also reduced when other individual characteristics such as gender, ethnicity, and special educational needs, known to be linked to attainment, were taken into consideration.

The authors conclude that being in care does not appear to be harmful in itself to children’s academic performance, and recommend that more needs to be done to help those in care to succeed and thrive.

Source: What is the Relationship Between Being in Care and the Educational Outcomes of Children? An International Systematic Review (2015), Rees Centre for Research in Fostering and Education.

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