Authors: Rachael M. Harker¹; David Dobel-Ober²; Sofie Akhurst³; David Berridge⁴; Ruth Sinclair⁵

Source: Child & Family Social Work, Volume 9, Number 3, August 2004 , pp. 273-284(12)

Publisher: Wiley-Blackwell

Abstract:

This paper represents a follow-up publication to the findings of a previous paper by documenting the views of a follow-up sample of 56 young people, aged 12–19 years, looked after in three English local authorities. Young people were interviewed on two separate occasions, 18 months apart, to assess their perceptions of educational progress and identify factors that might support or hinder their education. The interviews took place as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children. Most young people were aware of individual project-related activities and a number of these were seen to contribute towards educational progress. Perceptions of educational progress were significantly higher at follow-up interview and an increased proportion of young people reported that being looked after had had a positive impact upon their education. Carers and teachers continued to be the most frequently mentioned providers of educational support, but the proportion of comments relating to educational support from social workers increased at follow-up. The most consistent explanation given for improved educational progress was the availability of support and encouragement for educational progress and acknowledgement of young people's achievements.

Keywords: education; foster care; looked after children; residential care

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1365-2206.2004.00316.x

Affiliations: 1: Senior Research Officer, 2: Research Officer, and 3: Research Officer, Institute for the Study of Children, Families and Social Issues, Birkbeck, University of London, and 4: Professor of Child and Family Welfare, University of Luton, UK 5: Director of Research, National Children's Bureau, London,

Publication date: 2004-08-01

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