Stability at school: How does living cross-border whilst experiencing residential care affect school stability, including frequency of school moves and disruptions to learning?
Background
The Independent Care Review made clear that education is central to ensuring care experienced children feel loved, safe and able to reach their potential, highlighting that many barriers to learning stem from wider experiences of trauma, instability and stigma rather than education alone. Education Outcomes for ‘Looked After’ Children reporting[4] highlights persistent gaps in outcomes between pupils experiencing the ‘care system’ and their peers in terms of attainment, attendance, exclusions and destinations upon leaving school. A better understanding is needed on underlying drivers for these persistent gaps.
Next steps
Get in touch with [email protected]
Related UKRI funded projects
-
Understanding the Impacts of Time in Care on Educational Attainment of Young Adults Aged 16-18 in England
In many countries, the educational attainment of looked after children is far below that of the general child population. However, how being in care influences children's educational attainment is not clear. In this proj...
Funded by: ESRC
Lead research organisation: UNIVERSITY OF EXETER
Why might this be relevant?
Partially relevant as it focuses on educational attainment but not specifically on school stability.
-
The shaping of mental health and the mechanisms leading to (un)successful transitions for care-experienced young people
One in 30 UK children are taken into care before their 18th birthday and placed with foster carers, in residential care, or are adopted. Children who are removed from their families are a very vulnerable group. Many have...
Funded by: SPF
Lead research organisation: University of Sussex
Why might this be relevant?
Fully relevant as it specifically addresses mental health and transitions for care-experienced young people.
-
Understanding Children's Lives and Outcomes
Understanding Children's Lives and Outcomes, led by Morag Treanor and Fiona Mitchell, will provide new insights to help better understand and deliver the best possible outcomes for children, utilising existing datasets n...
Funded by: ESRC
Lead research organisation: University of Edinburgh
Why might this be relevant?
Partially relevant as it focuses on educational exclusions and kinship care, but not specifically on school stability.