Using a life course approach to explore the educational pathways of care leavers: New dimensions in understanding

The aim of this presentation is to provide the audience with an understanding of the key reasons the life course approach is suited to the exploration of the educational experiences and pathways of care leavers (hereafter... [ view full abstract ]

The aim of this presentation is to provide the audience with an understanding of the key reasons the life course approach is suited to the exploration of the educational experiences and pathways of care leavers (hereafter “care-experienced adults”).

Three key objectives lie at the heart of this presentation:

1) To present a review of existing international quantitative and qualitative literature outlining the educational outcomes of care-experienced adults and previously identified influencers of these outcomes.

2) To outline the key features of the life course approach and the ways this approach may act as a valuable framework within which to explore the educational progress and pathways of care-experienced adults.

3) To provide an overview of the key features of my PhD research study design, which draws on the life course approach as a framework within which to explore the educational pathways of care-experienced adults in Ireland who are now aged 25-35.

This presentation seeks to highlight the capacity of the life course approach to facilitate i) an understanding of the intricacies and nuances of individual pathways (e.g. care/education pathways), ii) the ways in which these pathways interact and shape long-term trajectories of individual lives, and iii) identification of specific disruptors and supporters of care-experienced adults’ education. Through outlining the key features of my PhD research design, I will provide an example of how this approach may be applied in research practice.

Applying the life course approach to research regarding the educational pathways of care-experienced adults will add a new dimension to our understanding of this issue; the life course approach allows us to understand where we are by considering where we have come from. This presentation has considerable relevance to the education and qualification improvement of young people in care by way of highlighting a new framework within which to examine this issue. In addition, the PhD study that will be presented stands to contribute to the basis of future research aimed at supporting the development of targeted policy and practice responses to the educational needs of children in care today and care-experienced adults.