Ministry of Children and Family Development Improving Health & Education Outcomes for CYIC BCFFPA AGM, May 23, 2009 Martin Wright

1 Objectives 1. Share with foster parents what we are doing and why; 2. Outline some evidence-based strategies and approaches to their implementation 3. Consult Foster Parents on how we can do this most effectively; and 4. Begin on-going communication and collaboration with foster parents on this initiative

2 What We Want 1. For every child to reach her/his full potential 2. To be as effective as we can to improve the health and educational attainment of CYIC A key element of Strong, Safe & Supported is to improve the health and well-being of children and youth Today’s focus is on education

3 What We Know

4 According to the international literature Children and Youth in Care have: Relatively low educational attainment levels Very low participation rates in post-secondary education Less schooling because of: Absenteeism for reasons of health or moving Truancy Tardiness Dropping-out Exclusion or suspension Bullying: more likely to be perpetrators and victims

5 But What Can We Expect? Conditions common at admission: Double trauma of maltreatment plus removal Low birth weight Small/large for gestational age Perinatal conditions, e.g. respiratory system, hypertension Social, emotional and cognitive vulnerabilities More likely to have a chronic disease such as asthma, psychiatric disorders – particularly behavioural, attention deficit hyperactivity and anxiety Behind in immunizations Poor dental health

6 Educational Special Needs Moderate to severe intellectual disability Physical disability/chronic health impairment Intensive behaviour intervention/serious mental illness Children in care 3 %6 % 29 % Children never in care 0.4 %1 % 2 % Data source: Representative for Children and Youth

7 Graduation Rate Comparison Data source: Representative for Children and Youth

8 Are Such Educational Outcomes Inevitable? No. Many CIC do well at school; Some groups fare better than others. E.G. Girls do better than boys and non- Aboriginal CIC do better than Aboriginal CIC; and We know the factors associated with educational attainment and how to influence many of them

9 Educational Attainment: The Factors 1. Individual - e.g. early development, self esteem and efficacy, attendance, continuity, effort, behaviour and aspirations. Prior achievement is very significant as learning begets learning. 2. Family - socio-economic status, parenting style, parental education, expectations, involvement in and monitoring of the child’s education. 3. Peer - e.g. influence and fear of rejection. 4. Community – social, economic and historical factors. 5. School e.g. leadership, teacher quality, expectations, resources, school type, connectedness, composition of enrollment that are vulnerable.

10 Strategies Stability and continuity MCFD placement School exclusions and suspensions Planning and monitoring Caregiver involvement School connectedness and attachment School effects: leadership and teaching The early years

11 What Can We Do? Research has shown repeatedly that parental involvement at home is by far the most important influence Adapted from Fan and Chen, Parental involvement and students’ academic Achievement: A Meta Analysis. Ed. Psych. Rev, Vol13, No1

12 What Can We Do? Parental expectations emerge time and again as the most important Far more important than parental social class or level of education Parental interest in their child’s education has up to four times more influence on attainment by age 16 than socio-economic background. Parental expectations can add 1.3 years on student progression.

13 What Can We Do? Parental expectations and interest tend to be higher with: Higher socio-economic status Level of mother’s education The child’s attainment Research shows that generally, children from deprived backgrounds that performed well at age 2 are by six or seven overtaken by less able but non-deprived children.

14 High Expectations: What it Means Conveying frequently and consistently to the child/youth Reinforced by recognising successes Cultivating self esteem and efficacy, aspirations Also includes: Ensuring regular attendance Homework and study support Monitoring attainment, including discussions with educators and social workers High expectations of appropriate behaviour

15 It’s Never Too Early… 1. To convey high expectations of attainment to fullest potential; 2. To sow the seeds of future higher- education possibilities in the minds of young children. Building confidence, motivation and self- esteem = higher aspirations and self efficacy And it’s never too late – secure attachments can be formed by young people even when placed at a relatively late age

16 Partnerships and Strong Networks BC Foster Parents Federation Biological Parents Federation of BC Youth in Care Network Boards of Education Principles and Vice Principles Associations Teachers Ministries of Education, Advanced Ed, Health Services & Healthy Living and Sport Health authorities Health Officers Council Aboriginal Leadership Other jurisdictions

17 Your Thoughts Educational Attainment How can we support Children and Youth in Care to achieve their potential?

18 Ministry of Children and Family Development