This chapter from the book Education in Out-of-Home Care outlines the skills that are necessary for a successful start to formal schooling for children placed into out-of-home care (OHC).

This chapter from the book Education in Out-of-Home Care presents findings from a study of the educational progress of Out of Home Care (OHC) children in England.

This chapter from the book Education in Out-of-Home Care examines as case studies the Australian media coverage of final secondary results, juxtaposed with the experiences of several care-leavers currently attending a regional university, as gleaned from in-depth interviews and enrolment data-analysis. These accounts consistently affirm an array of systemic and cultural obstacles to the successful pursuit of their education.

This chapter from the book Education in Out-of-Home Care reviews the available research on issues related to early childhood education and care (ECEC) for children in foster care in Australia and reports findings on the ECEC experiences of 60 children aged 3 to 5 years from the Australian Early Childhood in Foster and Kinship Care study.

The present research from the book Education in Out-of-Home Care examined the question of possible gender effects of a tutoring program for children in foster care in Ontario, Canada, as well as several other questions of a practice-related nature, including the impact of implementation fidelity on the effectiveness of the tutoring program and the children’s and caregivers’ perception of the tutoring.

This Chapter from Education in Out-of-Home Care illustrates that increased resourcing is needed to facilitate the achievement of improved education outcomes for Australian primary school children in out-of-home care (OHC).

This book draws together for the first time some of the most important international policy practice and research relating to education in out-of-home care. 

This chapter from Education in Out-of-Home Care describes part of a project in England where the concept of Caring Schools was developed, with four domains: ethos and leadership, child focused practice, relationships with parents and carers, and interagency working.

This pilot study reports the baseline data of a prospective longitudinal study examining the educational achievements of grandchildren being raised by grandparents in parent absent homes.

This video from World Without Orphans tells the story of Anu, who was abandoned as an infant and grew up in a large institution in India, later opening her own home for orphaned and abandoned girls. Anu came to realize that this was not the best way to care for the children and began, instead, to work within the community to provide education, food, medical care, and a way for children to remain in families.