1. Ingrid Höjer, PhD, associate professor: ingrid.hojer@socwork.gu.se Helena Johansson, PhD, senior lecturer: helena.johansson@socwork.gu.se Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

2.  Children and young people in care: ◦ 24 900 children and young people placed in care in 2010 ◦ About 75 percent in foster care ◦ 69 percent are 13 years or older  Swedish school system: ◦ Compulsory school – grade 0 – 9 – (6 – 16) ◦ Upper secondary school – 16 – 19 ◦ No tutorial fees at college/university. State provided study loans available Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

3.  Five countries: Denmark, England, Hungary, Spain and Sweden  (Sonia Jackson, Claire Cameron, UK, coordinators)  Secondary analysis of national data  Survey of the policy of local authorities  Interviews with 8 local managers  Telephone interviews with 111 local managers  Interviews  53 young persons - screening interviews  In depth- interviews with 33: 9 men and 24 women  Second interview with 26  25 adults appointed by the young people – had been important for educational achievements Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

4. Care experience N = 76 121 No care experience N = 2 108 745 Completed compulsory school (age 16) 86 %97 % Completed upper secondary school (age 19) 40 %82 % Registred at university13 %41 % Mean value of marks in compulsory school 25 %51% Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

5.  Cumpolsory and upper secondary school: ◦ Lack of control – feelings of being powerless ◦ Being ”different” – feelings of exclusion ◦ No support from parents ◦ Bullying – by peers, but also by teachers ◦ Low self esteem – no ”educational identity” ◦ Change of schools  Further education: ◦ Forced to leave care at 18 (or 19) – insecure life situation ◦ Fear of taking study loans – no ”back up” available if studies fail ◦ Loneliness – lack of social capital Helena Johansson, Ingrid Höjer, Institutionen för socialt arbete, Göteborgs universitet

6.  Social workers often focus on ”relations and feelings” - not education – professional paradigm  Often low expectations on children care in relation to education  Change of schools badly planned and prepared  Ambiguous rules and regulations concerning who is responsible for educational support to children in care Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

7.  A safe environment and structure – as a contrast to chaotic family life  Being seen and encouraged by professionals – enhancing self-esteem and educational identity  Access to a social arena providing “normality” – access to social capital ◦ “ I could be with normal people, attend a normal school, have normal classes and see normal friends” (Pekka)  Possibility to repeat one year (or more) if necessary Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

8.  Positive attitude towards education  Encouragement and trust in young people’s learning capacity  Day-to-day support: Homework, emphasising importance of presence at school, negotiations with teachers  Help to plan and encourage further education – support after leaving care Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

9.  A wish for a better life – a strong incentive for educational achievements Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden I guess it’s my own determination, I mean, hello, I don’t want to become…. I’ve got an aunt who’s a junkie and an alcoholic, I don’t want to be like her. I’ve got an uncle who’s an ex-junkie, a granny who’s an alcoholic and two other uncles who are criminals and batterers and God knows what. I don’t want to become like them (Asta, now at university)

10.  Getting back on track – access to adult education is crucial  Access to educational counselling  Access to financial counselling – help reduce fear of getting in debt through study loans  Opportunity to stay in care (if needed) after 18 (or 19) – until ready for independent living Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

11.  Höjer, I., Johansson, H., Hill, M., Cameron, C. och Jackson, S. (2008) State of the Art Consolidated Literature Review. The Educational Pathways of Young People from a Public Care Background in Five EU countries. http://tcru.ioe.ac.uk/yippee/http://tcru.ioe.ac.uk/yippee/  Johansson, H., Höjer, I. and Hill, M. (2011). Young People from a Public Care Background and their Pathways to Education - Final report from the Swedish part of the YIPPEE project. Available at http://www.socwork.gu.se/forskning/forskningsprogram_familj/Yip pee/.  Höjer, I & Johansson, H (in press) School as an opportunity and resilient factor for young people placed in care. European Journal of Social Work  Johansson, H & Höjer, I (in press) Education for disadvantaged groups – structural and individual challenges. Child and Youth Services Review. Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

12.  Helena Johansson: Helena.Johansson@socwork.gu.se  Ingrid Höjer: Ingrid.Hojer@socwork.gu.se Ingrid.Hojer@socwork.gu.se  YIPPEE website: http://tcru.ioe.ac.uk/yippee/ Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden