PhD study by Michelle Townsend Supported by the Centre for Children and Young People, Southern Cross University and the NSW Department of Community Services.

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Presentation transcript:

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 Participants Children - 54 (31 interviewed & a further 23 children’s files reviewed) Carers - 56 Indigenous & non- Indigenous carers Dept. Caseworkers - 49 caseworkers Agency caseworkers - 33 caseworkers Department of Education staff - 13 Out-of-home care teachers & Principals

Children interviewed Gender16 Male15 Female Metro central - 9Northern - 15Southern -7 Indigenous2 children Foster care - 24 Kinship care - 6 Residential care - 1 Placement stability Av. no. placements 3.9. Av. time in current placement 4.7 years. Length of time in care 7.5 years (range 3-14 years)

Children: School participation Non-government school attendance - 36% (11/31) School changes while in care - 71% (22/31) Suspension - 29% (9/31)

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 teacher’s aide –48% over school life-time Assistance at home –9.7% currently tutored, 26% over school life-time Educational aspirations –68% were expecting to complete HSC –only 45% had thought about attending University

Adult stakeholders 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 Top 4 priorities What schools and teachers can do to help 1.Understand what it is like for kids in care 2.Listen to kids in care 3.Help kids in care understand the value of education for our future 4.Provide positive encouragement

Strategies from children Top 4 priorities What carers can do to help 1.Help kids in care to learn how to read 2.Provide a place to study with a desk, chair, computer and the internet and buy all the stuff kids in care need for school 3.Treat kids in care like their own children 4.Help kids in care understand the value of education for their future

Strategies from children Top 4 priorities What caseworkers can do to help 1.Try to find kids in care a nice family and keep them safe 2.Help buy text books, school books and uniforms 3.Listen to kids’ views about what they want to do in their life and where they live 4.Check in with kids and visit more often to see if we need anything

Strategies from stakeholders: General Supporting stability in placement and schooling Education assessment on entry to school or on entry to care Resources and programming to implement areas identified in assessment Participation in school and extra curricular activities Offer a range of educational pathways

Strategies from stakeholders: At school Key person at school for the child - supportive advocate Information and training for teachers and principals on out-of-home care Non-government school education for some children and young people Increased communication and collaboration between stakeholders and meetings to plan for transitions

Strategies from 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