Educational outcomes and experiences: How do different children or young people in different care contexts experience school and learning? How do they view the importance or objectives of their education to themselves? What do they, their carers or families describe as influential on their engagement or otherwise with education?
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
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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 specifically focuses on understanding the impacts of time in care on educational attainment, which directly addresses the question about how children in care experience school and learning.
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This project aims to understand and deliver the best possible outcomes for children, including looked after children, in areas such as education, health, and wellbeing, aligning with the question's focus on different care contexts and educational experiences.
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POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE
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Why might this be relevant?
While this project focuses on reducing underachievement and early school leaving in Europe, it does not directly address the specific experiences of children in care and their educational outcomes as outlined in the question.