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“Everyone has the ability actualy to do well in education. It's just the support mechanisms that you give to them…”: A systematic literature review exploring the educational experiences of children in care

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  • Goding, Natasha
  • Hartwell, Brettany
  • Kreppner, Jana

Abstract

The educational outcomes and attainment of children and young people in care (CYPIC) are lower than those of individuals not in care and is a source of international concern (Sebba & Luke, 2019; McNamara et al., 2019). Despite positive shifts in the legislative landscape to increase focus and support for the educational progress of CYPIC, the attainment gap persists. CYPIC are not a homogenous group, and some go on to do well in education. Therefore, it is important not to make assumptions and to inform decisions affecting the educational experiences of CYPIC from their own perspective. A systematic literature review was conducted to explore the educational experiences of CYPIC living in the United Kingdom in qualitative and mixed-methods literature over the last decade. A total of eleven studies were reviewed, incorporating the views of 203 CYPIC. A process of thematic synthesis was used to illuminate the facilitators and barriers to CYPIC’s educational attainment, and four themes were identified: impact of care; support; quality of relationships and agency. The findings of the synthesis are considered with reference to relevant psychological theory and previous research. The limitations of the synthesis are discussed as well as the implications for improvements in service delivery for CYPIC. The review findings are relevant to policy makers and all professionals who work with CYPIC to support their education.

Suggested Citation

  • Goding, Natasha & Hartwell, Brettany & Kreppner, Jana, 2022. "“Everyone has the ability actualy to do well in education. It's just the support mechanisms that you give to them…”: A systematic literature review exploring the educational experiences of children in," Children and Youth Services Review, Elsevier, vol. 137(C).
    • Handle: RePEc:eee:cysrev:v:137:y:2022:i:c:s0190740922001104
    DOI: 10.1016/j.childyouth.2022.106474
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    References listed on IDEAS

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    1. Benjamin Saunders & Julius Sim & Tom Kingstone & Shula Baker & Jackie Waterfield & Bernadette Bartlam & Heather Burroughs & Clare Jinks, 2018. "Saturation in qualitative research: exploring its conceptualization and operationalization," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(4), pages 1893-1907, July.
    2. Courtney, Mark E. & Hook, Jennifer L., 2017. "The potential educational benefits of extending foster care to young adults: Findings from a natural experiment," Children and Youth Services Review, Elsevier, vol. 72(C), pages 124-132.
    3. Berridge, David, 2017. "The education of children in care: Agency and resilience," Children and Youth Services Review, Elsevier, vol. 77(C), pages 86-93.
    4. Hiles, Dominic & Moss, Duncan & Wright, John & Dallos, Rudi, 2013. "Young people's experience of social support during the process of leaving care: A review of the literature," Children and Youth Services Review, Elsevier, vol. 35(12), pages 2059-2071.
    5. Matthew J Page & Joanne E McKenzie & Patrick M Bossuyt & Isabelle Boutron & Tammy C Hoffmann & Cynthia D Mulrow & Larissa Shamseer & Jennifer M Tetzlaff & Elie A Akl & Sue E Brennan & Roger Chou & Jul, 2021. "The PRISMA 2020 statement: An updated guideline for reporting systematic reviews," PLOS Medicine, Public Library of Science, vol. 18(3), pages 1-15, March.
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