“Everyone has the ability actually to do well in education. It's just the support mechanisms that you give to them…”: A systematic literature review exploring the educational experiences of children in care
“Everyone has the ability actually to do well in education. It's just the support mechanisms that you give to them…”: A systematic literature review exploring the educational experiences of children in care
The educational outcomes and attainment of children and young people in care (CYPIC) are lower than those of individuals not in care and is a source of international concern (Sebba and Luke, 2019, McNamara et al., 2019). Despite positive shifts in the legislative landscape to increase focus and support for the educational progress of CYPIC, the attainment gap persists. CYPIC are not a homogenous group, and some go on to do well in education. Therefore, it is important not to make assumptions and to inform decisions affecting the educational experiences of CYPIC from their own perspective. A systematic literature review was conducted to explore the educational experiences of CYPIC living in the United Kingdom in qualitative and mixed-methods literature over the last decade. A total of eleven studies were reviewed, incorporating the views of 203 CYPIC. A process of thematic synthesis was used to illuminate the facilitators and barriers to CYPIC’s educational attainment, and four themes were identified: impact of care; support; quality of relationships and agency. The findings of the synthesis are considered with reference to relevant psychological theory and previous research. The limitations of the synthesis are discussed as well as the implications for improvements in service delivery for CYPIC. The review findings are relevant to policy makers and all professionals who work with CYPIC to support their education.
Children in care, Education, Educational experiences, Looked after children, Views
Goding, Natasha
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Hartwell, Brettany
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Kreppner, Jana
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1 June 2022
Goding, Natasha
fe928b27-f55b-40da-86ae-91114f60f01a
Hartwell, Brettany
a78864cc-f296-45f9-96c4-648c2b1f8a61
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6
Goding, Natasha, Hartwell, Brettany and Kreppner, Jana
(2022)
“Everyone has the ability actually to do well in education. It's just the support mechanisms that you give to them…”: A systematic literature review exploring the educational experiences of children in care.
Children and Youth Services Review, 137, [106474].
(doi:10.1016/j.childyouth.2022.106474).
Abstract
The educational outcomes and attainment of children and young people in care (CYPIC) are lower than those of individuals not in care and is a source of international concern (Sebba and Luke, 2019, McNamara et al., 2019). Despite positive shifts in the legislative landscape to increase focus and support for the educational progress of CYPIC, the attainment gap persists. CYPIC are not a homogenous group, and some go on to do well in education. Therefore, it is important not to make assumptions and to inform decisions affecting the educational experiences of CYPIC from their own perspective. A systematic literature review was conducted to explore the educational experiences of CYPIC living in the United Kingdom in qualitative and mixed-methods literature over the last decade. A total of eleven studies were reviewed, incorporating the views of 203 CYPIC. A process of thematic synthesis was used to illuminate the facilitators and barriers to CYPIC’s educational attainment, and four themes were identified: impact of care; support; quality of relationships and agency. The findings of the synthesis are considered with reference to relevant psychological theory and previous research. The limitations of the synthesis are discussed as well as the implications for improvements in service delivery for CYPIC. The review findings are relevant to policy makers and all professionals who work with CYPIC to support their education.
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Accepted/In Press date: 13 March 2022
e-pub ahead of print date: 17 March 2022
Published date: 1 June 2022
Additional Information:
Funding Information:
Thank you to Mikaela Bagunu for their support with screening papers for inclusion. Thank you to Hanna Kovshoff, Sean Cameron and the CYSR editor and reviewers for thier comments. The research was completed at the University of Southampton as part of the DEdPsych programme funded by the Department for Education.
Publisher Copyright:
© 2022 Elsevier Ltd
Keywords:
Children in care, Education, Educational experiences, Looked after children, Views
Identifiers
Local EPrints ID: 456024
URI: http://eprints.soton.ac.uk/id/eprint/456024
ISSN: 0190-7409
PURE UUID: f9cd34af-6116-4c85-b1b9-7f5d2f2b3011
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Date deposited: 12 Apr 2022 16:40
Last modified: 17 Mar 2024 03:13
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Contributors
Author:
Natasha Goding
Author:
Brettany Hartwell
Author:
Jana Kreppner
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