EARLY ADULTHOOD EDUCATION AND EMPLOYMENT TRAJECTORIES OF YOUNG ADULTS PLACED IN OUT-OF-HOME CARE AS CHILDREN

BACKGROUND A host of research with its focus on education, employment, and related developmental outcomes has addressed outcomes of societal out-of-home care in young adulthood. However, much less is known about the dynamics... [ view full abstract ]

BACKGROUND A host of research with its focus on education, employment, and related developmental outcomes has addressed outcomes of societal out-of-home care in young adulthood. However, much less is known about the dynamics of the trajectories by which these outcomes develop. This study explores early adulthood education and employment trajectories among young adults who experienced out-of-home care in their childhood or adolescence. In addition, it explores risk factors related to the disadvantaged trajectories. METHODS We use individual level national birth cohort data, which comprises register-based follow-up information of all children born in Finland in 1987 (n=59 476, of whom 1900 in OoHC). We apply sequence analysis in exploring monthly education and employment information to construct the trajectories for the period 2005–2012. We compare risks between OoHC population and matched peers by propensity score matching. We estimate risk factors associated with adverse trajectories with logistic regression analysis. RESULTS 42% of OoHC alumni were on trajectories characterized by education and employment and 21% of them on trajectories characterized by fragmented social assistance and unemployment periods. General population and matched peers by parental disadvantage were much more often on education and employment trajectories—78% and 66%  respectively—and much less often on unemployment and social assistance trajectories—3% and 8% respectively. Among OoHC alumni, parental background explains disadvantaged trajectories moderately or not at all, depending on a variable. Child related factors, as well as placement related factors, were much stronger predictors, with poor school performance being the strongest single predictor. CONCLUSION We discuss these results and their implications to research, policy, and practice.