Interventions aiming to improve school achievements of children in out-of-home care: A scoping review
The educational underachievement of children in out-of-home care has been known for decades. In this scoping review, we compiled and analyzed – with a narrative approach – evaluated interventions that aimed to improve foster children's school achievements. Despite a comprehensive searching strategy, only eleven relevant studies were found, indicating that little has been done in intervention research to improve educational outcomes for children in public care. Nine out of the eleven interventions reported some positive results. Literacy was improved in most studies, while evaluated attempts to enhance numeracy skills yielded mixed results. Positive results came from a range of different interventions, e.g. tutoring projects and structured individualized support. We conclude that most focused interventions seem to improve foster children's poor academic achievements, but tutoring projects have so far the best empirical support from evaluations with rigorous designs. Also there's a definite need for more intervention research.
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Volume (Year): 34 (2012)
Issue (Month): 6 ()
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- Flynn, Robert J. & Marquis, Robyn A. & Paquet, Marie-Pierre & Peeke, Lisa M. & Aubry, Tim D., 2012. "Effects of individual direct-instruction tutoring on foster children's academic skills: A randomized trial," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1183-1189.
- Harper, Julie & Schmidt, Fred, 2012. "Preliminary effects of a group-based tutoring program for children in long-term foster care," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1176-1182.
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