Displaying 1 - 10 of 316
The author argues that early childhood education interventions for OVC should be a priority of government since quality education and care programs in the early years can enhance the possibility of breaking the cycle of inequity in the lives of OVC and positively contribute to the economy of the country.
This article provides a conceptual depiction of how schools and treatment foster parents partnerships can be formed and maintained.
This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling.
This project aimed to identify factors that might explain the ‘attainment gap’ for Children in Need (CIN) and Children in Care (CIC) in England.
This paper offers some insight into the benefits, impacts and challenges of the ‘creative mentor’ role. It links to a social pedagogy framework, supporting practice, and draws on creative mentors’ work with children and young people living in care. It aims to inform professionals and teams around a child about the transforming nature of working with creativity – beyond the obvious external experiences.
The authors of this study used a retrospective cohort design with linked administrative data on 296,422 children to examine the relationship between school absenteeism and child protection system (CPS) involvement.
In this article journalist Mykeala Campanini explores why a majority of children in out-of-home care (OOHC) in Australia are struggling to reach national literacy and numeracy benchmarks, which puts them at risk of becoming disengaged with schooling, resulting in lifelong disadvantage.
This study draws on data from the [STUDY] and the National Student Clearinghouse to examine the roles that Education and Training Vouchers (ETVs) and campus support programs (CSPs) play in promoting college persistence for foster youth.
This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences.
This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences.