Suchergebnisse

The Independent Review of Children's Social Care has set out fundamental reforms for the care system in England. Here, a research team member explains how they gathered evidence, particularly on the role of kinship care

There are currently 4,560 refugee and asylum‐seeking children in care in England, but little is known about their care histories and educational outcomes. This study analysed the educational outcomes of unaccompanied refugee and asylum‐seeking children in care at age 16 (n = 167) in 2013, using secondary data analysis. It compared their care histories and educational experiences with other children in care and those in the general population. Secondly, it used linear regression to determine what factors predict educational outcomes. Refugee and asylum‐seeking young people in care faced fewer difficulties than their peers in care or those in need, but they lagged behind children in the general population. Age at entry, placement type, Strengths and Difficulties Questionnaire scores, school type and mobility predicted attainment. Special educational needs (SEN), number of placements and absences did not. Better care planning and a greater understanding of SEN are required to enhance the well‐being of this population.

It is recognised internationally that children in out-of-home care ('children in care' or 'children looked after') generally have lower educational attainments than other pupils. This article provides two forms of evidence that challenge the view that care status in itself can explain this 'attainment gap'. A systematic review of 28 studies was conducted to assess the evidence on whether being in care is detrimental to young people's educational outcomes. This is complemented by an analysis of administrative data from England, which compares the educational outcomes of children in care at age 16 to those of children in the general population and to other children supported by social services. Taken together, the findings suggest that while research demonstrates an important attainment gap between children in care and children in the general population, this difference is reduced and in many cases disappears when other important factors are taken into consideration to reduce selection bias. We find little evidence that being in care is detrimental to the educational outcomes of children looked after, but suggest that given the heterogeneity of the population, special attention should be paid to different groups of children and their particular needs while in care.

Abstract
The impact of the coronavirus disease 2019 (COVID-19) pandemic on care-experienced people has been the subject of research, but important gaps remain in our understanding of how care-experienced people felt their mental health and well-being were affected by the pandemic. Care-experienced adults from across the UK were invited to complete a survey and submit a diary during the first lockdown. Responses were received from 140 people, aged eighteen to sixty-nine years. Most respondents reported that their mental health deteriorated due to the pandemic and lockdown. However, a substantial minority thought that either there had been no change or the lockdown had helped them make positive improvements. Improvements were attributed to stable housing and employment, support from services and transferable skills they had learnt in care. A minority of respondents referred to their care status in their diaries. Most diarists presented their experiences as being common to other, non-care-experienced, people. This article showcases the resilience of many care-experienced people, including some who made explicit reference to the benefits of coping strategies developed while in care. The findings of this study reveal that when provided with the right support, the care system can assist people to develop important life skills.

AbstractWe seek to explain the development of the educational gap between children in "out‐of‐home care" (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA (n = 6,236), the CIN in 2012 or 2013 but not CLA (n = 20,384), and a sample individually matched with the CLA (n = 11,084). At age 7, attainment of the CLA and CIN was approximately 1 standard deviation lower than the cohort average and predicted attainment at 16. At this point, the persistent "CIN" (those with earlier and persistent needs) had the lowest attainment relative to others, and this declined further during secondary school. Those entering care before or during primary school had very low attainment at age 7, but their relative attainment did not decline. Attainment of CLA and CIN at age 16 likely reflects early environment, special educational needs, and poor relationships with secondary school. Policy, research, and intervention should focus on CIN as well as CLA, do so before entry to care, and take account of the onset of, and probable reasons for, educational difficulties.