Are we making the grade? The education of children & young people in out-of-home care Michelle Townsend

Overview Why school education is so important for children and young people in care What do we know about how Australian children and young people in care are progressing with their education What are some of the factors that facilitate or impede educational engagement and outcomes What are a few of the opportunities we have to make a difference

Why is school so important for children and young people in care Obtaining an academic education A protective resource and capacity building Normalising and stabilising environment

What do we know about how Australian children and young people in care are progressing with their education Limited Australian research base: Cavanagh (1995) Victorian children and young people in residential care, de Lemos (1997) Victorian children and young people in all types of out-of-home care, Uniting Care Burnside (2004) - 36 NSW children and young people, placed in residential, foster or professional care CREATE Foundation Education Report Cards (2001, 2002, 2003, 2004 and in press)

What do we know about how Australian children and young people in care are progressing with their education 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 data) Average literacy and numeracy results at years 3, 5 and 7 are lower that the state population (SA) At all year levels students in care performed below general population of students (Vic)

What do we know about how Australian children and young people in care are progressing with their education HSC completion rates are between per cent for students in care, compared with 80 per cent of young people living with their family Between per cent of students in care are repeating a year at school

What do we know about how Australian children and young people in care are progressing with their education Early school leaving:  At least a quarter of students in care are leaving school without the Year 10 qualification  Just over a third are completing Year 12 and obtaining their HSC  And the remaining group are leaving school sometime between completing Year 10 and completing Year 12

Factors that support education of children and young people in care  Stable living environment  Consistency in schooling  Significant adult interested in their education  Ready for school at time of entry to Kindergarten  Range of supports in place  Positive self esteem  Education prioritised, and planned for, by adults

Barriers to the educational progression of children and young people in care Suspension and exclusion Bullying Health or behavioural issues Labelling of students and low expectations by adults Lack of prioritisation of education by adults Insufficient education planning and review Instability in placement and education

Barriers to the educational progression of children and young people in care Insufficient interaction between home and school No-one watching over the students progress Poor attitudes of birth parent/s and/or carer/s towards the importance of education Lack of collaboration between relevant departments and professionals Insufficient resources for education

Opportunities for making a difference 1.Being an interested adult 2.Participation of children and young people 3.Encouraging in, and after, school activities, interests and talents

Michelle Townsend Centre for Children and Young People Southern Cross University