Facilitating factors for educational success – Views from young people and carers

Education and employment are the two most important factors for a successful transition from a placement in out-of-home care to adulthood. Therefore, it is of great importance to identify facilitators for educational success... [ view full abstract ]

Education and employment are the two most important factors for a successful transition from a placement in out-of-home care to adulthood. Therefore, it is of great importance to identify facilitators for educational success for this group. The aim of the project Young People from a Public Care Background: Pathways to Education in Europe (2008 – 2010) was to investigate post-compulsory educational pathways among young people who spent at least one of their childhood years in out-of-home care. The project was funded by the European Commission (EC) as part of its Seventh Framework Programme, and coordinated by Sonia Jackson and Claire Cameron. Five European countries participated – UK (Coordinators) Sweden, Spain, Hungary and Denmark. Results from the project are still analysed and published.

In the Swedish part of the project, we interviewed 33 young people twice. They were also asked to appoint one ”nominated adult” to be interviewed – someone who had helped and supported them in their educational achievements. 25 adults (3 biological mothers, 13 foster carers, 6 teachers, 1 counselor, 2 residential staff) were appointed.

The aim of this presentation is to focus on what the young people and the nominated adults identified as facilitating and motivating factors for educational success. The main facilitating factors for young people were ”a learning identity”, a strong motivation to do better than their parents, support and encouragment from teachers, carers and family, having ”a second chance” – for example to retake a year at school - and continued support after leaving care. The nominated adults emphasised the importance of high expectations on educational achievement and support from school. The 13 foster carers claimed that neither social services nor schools had sufficient focus on support for young people placed in care. The young people interviewed and their foster carers agreed that schools, carers and young people need to work together, with a well elaborated strategy, aiming at educational success. Those young people who had received such support had also managed to move on to further education or to find a job. Thus, educational support and achievement are both vital for a successful transition from care to adulthood. This information needs to reach social services and schools, responsible for the educational achievements of children and young people placed in care.