PhD study by Michelle Townsend Supported by the Centre for Children and Young People, Southern Cross University and the NSW Department of Community Services THE EDUCATION OF CHILDREN AND YOUNG PEOPLE IN OUT-OF-HOME CARE

Research question What are the factors that facilitate and impede educational achievement by children and young people in out- of-home care (care) within their home and school context, and within the broader care and protection and education systems?

Who are the children in out-of-home care in NSW 11,843 children and young people are in out-of-home care 57.2% live with relatives or kin, while 40% live in foster care 22% are aged between 0 and 4, 32% between 5 and 9, 33% between 10 and 14 and 13% between 15 and % are Indigenous, 57 per 1000 children 48% female, 52% male As at 30th June 2007 (AIHW, 2008)

Parental responsibility In NSW children who are in out-of-home care generally have Parental Responsibility to the Minister (for Community Services) Children and Young Persons (Care and Protection) Act 1998 A child or young person who cannot live with their family is entitled to special protection and assistance from the State, while preserving his or her own identity and community links as far as possible.

Australian research Key Australian studies have found: Indigenous and non-Indigenous students in care are consistently performing below the state average in years 3, 5 and 7 in literacy and numeracy tests (QLD, Vic, SA and ACT) HSC completion rates are between per cent for students in care, compared with 80 per cent of young people living with their family (NSW) Between per cent of students in care are repeating a year at school (Nationally) 39 per cent of student in care were reported by the education system as having an identified disability (SA)

Context for the research Out-of-home care teachers - NSW Department of Education and Training Children’s Guardian - Standard 3.5 on Education Memorandum of Understanding between NSW Department of Education and Training and NSW Department of Community Services (2006)

Research methodology Stage One (exploratory phase) - collection and analysis of qualitative data through 14 interviews with peak stakeholders (total 21 participants) in the out-of-home care and education systems.

Research methodology Stage Two - collation and analysis quantitative data matched by DoCS and DET, examining the participation and performance of children and young people in care in Years 3, 5 and 7 tests, as well as year 10 and Year 12 tests in 2006.

Research methodology Stage Three - case studies developed through interviews with Indigenous & non-Indigenous children making the transition to high school; interviews with key adults in their lives – their caseworker and carer and case/school file analysis.

Research methodology Stage Four - focus groups and interviews with key stakeholders: foster carers, kinship carers, out-of- home care program teachers, school principals and caseworkers. Stages three and four are currently being undertaken in three Department of Community Service regions, Metro Central, Southern and Northern NSW.

Research Progress Stage interviews (total 21 participants) Stage children & 28 DoCS staff interviewed, second round interviews now commencing Stage focus groups conducted (total 67 participants), 8 interviews conducted to date

Children participants Gender16 Male15 Female Metro central - 9Northern - 15Southern -7 Indigenous2 children Foster care - 24Kinship care - 6 Residential care - 1 High needs2 children Disability2 children (KiDS) 8 identified by caseworkers

Key findings: Children School participation: Non-government school attendance School changes while in care Suspension Time away from school as a result of being in care

Key findings: Children Educational progression: Students perception - 65% (20/31) improved, 29% (9/31) no impact, 2 were unsure Assistance at school - 39% (12/31) currently have a teachers aide, while over their schooling 48% have had a teachers aide. Assistance at home - 9.7% currently tutored, 26% over their schooling have had a tutor Educational aspirations - 68% were expecting to complete their HSC, while only 45% had thought about attending University.

Key findings: Children Educational engagement: Peer relationships - 3 children reported they had no friends at school 71% (22/31) said they had days they didn’t want to go to school Participation in school activities % were part of school teams or activities like choir Participation in extra curricular activities - 61% were involved in after school activities

Key findings: Children Transition to high school High levels of concern before the transition 16% (5/31) very worried, 35% (11/31) a little worried Key concerns - making friends, getting lost, knowing who to talk to at the school, schoolwork expectations Loss of key relationships from primary school - adult and peers

Key issues: Department of Community Services (DoCS) staff Placement and school instability Suspension and exclusion and effect on placement Lack of communication between key stakeholders

Key issues: Carers Stigma and labeled as foster child Peer relationships problematic Difficulties with concentration and catching up Role of the carers as ‘teachers’

Key issues: Community Service staff Placements and school changes Children and young people are significantly behind in their schooling Lack of awareness and labeling by teachers and principals of out-of- home care students

Key issues: Out-of-home care teachers Instability - multiple placements and multiple schools Focus is on behaviour not academic performance Schools do not understand the issues for children in care, particularly trauma and attachment

Key differences in perspectives View that DoCS focus on the individual child, while DET focuses on groups of children Role of grade retention, partial attendance and suspension Whether behaviour or academics should be the key focus Role of time away from school when entering care or changing placement

Strategies from children What schools and teachers can do to help: Provide tutors at school during recess and lunch Provide a teachers aide Listen to kids in care Understand what it is like for kids in care Give kids in care a good teacher Provide positive encouragement Help kids in care understand the value of education for their future Take kids in care aside to talk to them when they have done something wrong or need help Don’t undertake activities like family trees and talking about the past

Strategies from children What carers can do to help: Help kids in care to learn how to read Help kids in care understand the value of education for their future Provide a place to study with a desk, chair, computer and the internet and buy all the stuff kids in care need for school Get involved in what is happening at school Send kids in care to a good school Treat kids in care like their own children Help kids in care with their homework and when they don ’ t understand something Get kids in care a tutor Call carers Mum & Dad (so other kids don ’ t know you are in care) Arrange for sport and other after school activities

Strategies from children What caseworkers can do to help: Help kids in care understand the value of education for their future Help buy text books, school books and uniforms Try to find kids in care a nice family and keep them safe Check in with kids and visit more often to see if we need anything Enrol kids in care in good schools Listen to kids’ views about what they want to do in their life and where they live Get kids in care into tutoring Be involved in kids’ education and provide encouragement Look at their school reports and if they are struggling go to school and arrange some help

Strategies - stakeholders General Supporting stability in placement and schooling Education assessment on entry to school or on entry to care Resources and programming to implement assessment areas Participation in school and extra curricular activities

Strategies - stakeholders At school Key person at school for the child - supportive advocate Information and training for teachers and principals on out-of-home care Private school education for some children and young people Meetings to plan for transitions

Strategies - stakeholders Outside school Early intervention through pre-school 1:1 tutoring Support services to meet health and emotional needs DoCS and funded agencies to further prioritise education in their work