1. Young people’s pathways: delays and decisions Ferran Casas Carme Montserrat University of Girona London Conference 29 November 2010

2. Ferran Casas - Carme Montserrat 2010 Contents 1. Spanish context 2. Recent quantitative data 3. Qualitative results from the YIPPEE project in Spain 4. Some recommendations

3. Ferran Casas - Carme Montserrat 2010 1. Spanish context Autonomous regions Autonomous regions Legislation Legislation Education Education Protection system Protection system Transition to adulthood Transition to adulthood

4. Ferran Casas - Carme Montserrat 2010 2. Recent quantitative data

5. Ferran Casas - Carme Montserrat 2010 Catalonia (2009-2010) Residential care Non-kinship Foster care Kinship Foster care Total 4 ESO 3723.4%1240.0%3545.5%8431.7% 3 ESO 6742.4%1550.0%2836.4% 11 0 41.5% 2 ESO 3320.9%26.7%67.7%4115.4% 1 ESO 21.3%0-0-20.8% Sp Ed 1912.0%13.3%810.4%2810.6% Total158100%30100%77100% 26 5 100%

6. Ferran Casas - Carme Montserrat 2010 Catalonia (2009-2010) Overall population In care Expected level at age15 69.4%31.7% Repeat year during Compulsory Secondary Education (ESO) 9.1%64.5% Graduated at age 16 60%20.6% Graduated when in Year 4 of ESO 81.9%59.6% Special Education School 1.1%10.6%

7. Ferran Casas - Carme Montserrat 2010 Catalonia (2009-2010) 30.9% of children in care from the cohort born in 1994 left compulsory education at 15 without the certificate 30.9% of children in care from the cohort born in 1994 left compulsory education at 15 without the certificate 12.9% displayed absenteeism during the 2009-10 school year 12.9% displayed absenteeism during the 2009-10 school year 29.4% had serious behavioural problems and disciplinary measure were adopted at school. 29.4% had serious behavioural problems and disciplinary measure were adopted at school. Half of them are guided towards PCPI (non qualified professional courses), while in the overall population only 4.4% are in such studies Half of them are guided towards PCPI (non qualified professional courses), while in the overall population only 4.4% are in such studies The longer they have been at the same school, the fewer attainment and behavioural problems are observed. The longer they have been at the same school, the fewer attainment and behavioural problems are observed.

8. Ferran Casas - Carme Montserrat 2010 Catalonia (2009-2010) Results are very concerning in relation to young people in residential care. Results are very concerning in relation to young people in residential care. Although they show slightly higher levels of achievement, those in kinship and non-kinship foster care still show the need for better support in relation to their educational pathways. Although they show slightly higher levels of achievement, those in kinship and non-kinship foster care still show the need for better support in relation to their educational pathways.

9. Ferran Casas - Carme Montserrat 2010 Some aspects worth highlighting Positive  collaboration has begun between the two relevant Departments of the regional Government: a first step has been taken regarding data collection Positive  collaboration has begun between the two relevant Departments of the regional Government: a first step has been taken regarding data collection  They are prepared to work with the YIPPEE project  Results award more visibility to the situation of educational pathways of children in care There is a lot of work still to be done at political and practical levels, including for researchers There is a lot of work still to be done at political and practical levels, including for researchers

10. Ferran Casas - Carme Montserrat 2010 3. Qualitative results from the YIPPEE project in Spain

11. Ferran Casas - Carme Montserrat 2010 Different perspectives regarding the educational pathways of YPLC in Catalonia Four perspectives:  Young people (35)  Managers of social welfare services (13)  Carers (social educators) (20)  Secondary Education Teachers (56) Total of 68 interviewed + 56 open-ended answers Total of 68 interviewed + 56 open-ended answers In depth interviews or open-ended answers  categorisation (N*VIVO) In depth interviews or open-ended answers  categorisation (N*VIVO)

12. Ferran Casas - Carme Montserrat 2010 Characteristics of the young people interviewed 68% women 68% women 66% born in Spain 66% born in Spain 14% unaccompanied foreign minor 14% unaccompanied foreign minor All them living in Catalonia All them living in Catalonia More in residential care than in family foster care More in residential care than in family foster care Living accommodation at the first interview (age18 -21) No. Residential facility with support (post care service) 16 Apartment (own tenancy, shared with friends,…) 13 Foster carers 5 Older sister 1

13. Ferran Casas - Carme Montserrat 2010 Studying at first interview? Intermediate Vocational Training (post-compulsory secondary) 411.4% 1st year Upper Secondary Education (post- compulsory secondary) 1 3% 3% 2nd year Upper Secondary Education (post- compulsory secondary) 411.4% Access Course to Advanced Specific Vocational Training (Higher education) 514.3% Advanced Specific Vocational Training (HE) 411.4% University411.4% Others617.1% They were not studying 720%

14. Ferran Casas - Carme Montserrat 2010 AB Pathways in post compulsory education

15. Ferran Casas - Carme Montserrat 2010 Type of education and qualification at expected age or older Academic level At expected age or older N = 35 Delayed Certificate of school attendance Expected qualification at 16 2 Compulsory Secondary Education Certificate 30 Acquired at older age 310.0% Upper secondary education Expected qualification at 18 6 (certificate) Acquired at older age 4 + 4 (ongoing) 57.1% Intermediate vocational education Expected qualification at 18 6 (certificate) Acquired at older age 7 + 3 (ongoing) 62.5% Advanced professional training Expected qualification at 20-21 2 + 1 (ongoing) Acquired at older age 1 + 10 (ongoing) 78.6% University Access at usual age 2 Access at older age 360.0%

16. Ferran Casas - Carme Montserrat 2010 While in the protection system Facilitating factors to continue in education (1) Permanency of placement Permanency of placement Having a stable key adult in their lives Having a stable key adult in their lives Staying at the same school Staying at the same school The prioritising of education in their foster care The prioritising of education in their foster care The carer’s high level of involvement in the issue of education The carer’s high level of involvement in the issue of education The carer’s high expectations with regard to education The carer’s high expectations with regard to education Carers and teachers transmitting the value of education: education is the key to leaving their situation of great social difficulty behind them. Carers and teachers transmitting the value of education: education is the key to leaving their situation of great social difficulty behind them.

17. Ferran Casas - Carme Montserrat 2010 (2) Inclusion in a group of friends outside the protection system and very much integrated in the education system; acts as a reference group but also as a group to which the young person belongs, fostering a positive social identity and therefore to some extent neutralising their being labelled. Inclusion in a group of friends outside the protection system and very much integrated in the education system; acts as a reference group but also as a group to which the young person belongs, fostering a positive social identity and therefore to some extent neutralising their being labelled. The involvement of the school, a friendly attitude which is adapted to children in care. The involvement of the school, a friendly attitude which is adapted to children in care. Participation in “normal” leisure-time activities. Participation in “normal” leisure-time activities. Maintaining relationships with siblings if desired. Maintaining relationships with siblings if desired. The importance of listening to the opinion of these young people and taking it into account, The importance of listening to the opinion of these young people and taking it into account,  Better in a foster family or residential home with only few places, although the type of placement in itself is not sufficient condition for achieving these objectives.

18. Ferran Casas - Carme Montserrat 2010 When they leave care Facilitating factors to continue in education Having a stable key adult to turn to. Having a stable key adult to turn to. Receiving educational guidance that promotes post- compulsory education in accordance with their future preferences and aspirations. Not focusing only on immediacy. Receiving educational guidance that promotes post- compulsory education in accordance with their future preferences and aspirations. Not focusing only on immediacy. The involvement of the school in preventing the young person from abandoning education, taking into consideration their difficult circumstances. The involvement of the school in preventing the young person from abandoning education, taking into consideration their difficult circumstances. The existence of housing support services, grants for continuing studying and personalised ongoing support for those who require it, in order to reduce the fear and insecurity they feel when they reach adult age without family support. The existence of housing support services, grants for continuing studying and personalised ongoing support for those who require it, in order to reduce the fear and insecurity they feel when they reach adult age without family support.

19. Ferran Casas - Carme Montserrat 2010 Factors emphasised by each of the groups Young people Demonstrating that even though they have been in care they can study and get ahead like the others. Fighting against the label they are given Local Social Services Lack of global planning with regard to child policies to include resources, training, assessment, research, etc. Social educators Economic factor; they suffer a great deal thinking about the children’s future. Teachers The response of the school: the programmes they have and their limitations.

20. Ferran Casas - Carme Montserrat 2010 “...I have never showed any signs that I lived with my grandparents, I was a normal person. No one ever noticed… (…). Until… my sister’s teacher found out and asked me if it was true that we lived with my grandparents and I told her it was. And… well, she said she would never have imagined that we lived with my grandparents. Because we weren’t conflictive people, … we didn’t have any problems, … it wasn’t noticeable. It was as if we lived with our parents, (…) we led a normal life.” (Maria, 20). “...I have never showed any signs that I lived with my grandparents, I was a normal person. No one ever noticed… (…). Until… my sister’s teacher found out and asked me if it was true that we lived with my grandparents and I told her it was. And… well, she said she would never have imagined that we lived with my grandparents. Because we weren’t conflictive people, … we didn’t have any problems, … it wasn’t noticeable. It was as if we lived with our parents, (…) we led a normal life.” (Maria, 20). “Value yourselves, do everything for yourselves because nobody in this life is going to love you or help you. That’s the idea we go out onto the streets with” (Álvaro, 20) “Value yourselves, do everything for yourselves because nobody in this life is going to love you or help you. That’s the idea we go out onto the streets with” (Álvaro, 20)

21. Ferran Casas - Carme Montserrat 2010 “Because I want to study, and… I want to be someone, I want to better myself, I want to work, I want to make money, … not just for the sake of it… but, make the effort to climb the rungs of the ladder, (…) but I have a lot of fear, because I get very stressed and… sometimes… I don’t know… I don’t think I will be able to handle it all.” (Zoe, 19). “Because I want to study, and… I want to be someone, I want to better myself, I want to work, I want to make money, … not just for the sake of it… but, make the effort to climb the rungs of the ladder, (…) but I have a lot of fear, because I get very stressed and… sometimes… I don’t know… I don’t think I will be able to handle it all.” (Zoe, 19).

22. Ferran Casas - Carme Montserrat 2010 4. Some recommendations

23. Ferran Casas - Carme Montserrat 2010 Key areas for improvement Making their education the main priority. Making their education the main priority. Accepting their identification as a group with specific educational needs. Accepting their identification as a group with specific educational needs. Avoiding changes in residential homes and schools, working towards permanency. Avoiding changes in residential homes and schools, working towards permanency. Increasing collaboration between departments and their respective services. Increasing collaboration between departments and their respective services. Improving expectations with regard to the group. Improving expectations with regard to the group. Innovating to meet the current challenges posed by the child protection population. Innovating to meet the current challenges posed by the child protection population.

24. Ferran Casas - Carme Montserrat 2010 Final considerations A high number of young people in care are delayed at school after entering the protection system. Most of them leave the protection system suffering even greater delay or not having finished compulsory studies. A high number of young people in care are delayed at school after entering the protection system. Most of them leave the protection system suffering even greater delay or not having finished compulsory studies. Our sample, those showing educational promise, are exceptions, even in some way “heroes”. Our sample, those showing educational promise, are exceptions, even in some way “heroes”. How can the welfare system (the child protection system) and the post-care support system compensate for deficits and delays? How can we promote equality of educational opportunities for these children? Without first establishing education as a major priority such challenges would seem to be insurmountable. How can the welfare system (the child protection system) and the post-care support system compensate for deficits and delays? How can we promote equality of educational opportunities for these children? Without first establishing education as a major priority such challenges would seem to be insurmountable.

25. Ferran Casas - Carme Montserrat 2010 All reports are available at http://tcru.ioe.ac.uk/yippee http://tcru.ioe.ac.uk/yippee Casas, F. & Montserrat, C. (2010). Sonia Jackson and Claire Cameron (Editors). Casas, F. & Montserrat, C. (2010). Young People from a Public Care Background: establishing a Baseline of Attainment and Progression beyond Compulsory Schooling in Five EU countries. Sonia Jackson and Claire Cameron (Editors). Casas, F., Montserrat, C. & Malo, S. (2010) Young people from a public care background: pathways to education in Spain. The case study report. Casas, F., Montserrat, C. & Malo, S. (2010) Spanish national report summary: Education and young people from a public care background.  Other references: Casas, F. & Montserrat, C. (2009). Sistema educativo e igualdad de oportunidades entre los jóvenes tutelados: estudios recientes en el Reino Unido. Psicothema, 21,4, 543-547 Montserrat, C. & Casas, F. (2010). Educación y jóvenes ex-tutelados: revisión de la literatura científica española. Educación XX1, 13,2  Contact: ferran.casas@udg.edu carme.montserrat@udg.edu