Stability at school: Are children living cross-border whilst experiencing care likely to experience delayed school enrolment or gaps in education after moving to a new caring environment?
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.
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Related UKRI funded projects
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Understanding the Impacts of Time in Care on Educational Attainment of Young Adults Aged 16-18 in England
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Why might this be relevant?
This project directly addresses the impact of time in care on educational attainment, providing insights into gaps in education for care-experienced children.
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While this project focuses on various aspects of children's lives and outcomes, it partially addresses the question by looking at educational exclusions and absences, but not specifically delayed school enrolment or gaps in education after moving to a new caring environment.
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The shaping of mental health and the mechanisms leading to (un)successful transitions for care-experienced young people
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Why might this be relevant?
This project focuses on mental health and transitions for care-experienced young people, which partially addresses the question by examining the impact of care experiences on mental health and educational outcomes, but does not specifically address delayed school enrolment or gaps in education after moving to a new caring environment.