Education of children in care in Ireland: An exploratory study

Abstract

Research from the English-speaking world consistently shows that children1 leaving the \ncare of the State2 tend to have lower levels of educational attainment and higher rates of \nunemployment and social disadvantage than other young people. Recent research has \nargued that difficulties in schooling and education experienced by children living in care \nlie ‘far more in the care and education systems than in the children themselves’ (Jackson \nand McParlin, 2006: 91). Approximately 6,000 children are currently in the care of the \nState in Ireland, but little is known about their educational experiences and outcomes. \nThis report presents the results of an exploratory study on education for children in care \nin Ireland. The overarching aim of this study is to identify how the Irish education system \ncan best support attendance, participation and attainment in education by children in \ncare. In addressing this aim, the study addresses the following three research questions: \n1. Does a care background influence the educational experiences of children in care? \n2. What are the main factors in the social and academic spheres that impact on the \neducational experiences of children in care? \n3. What are the expectations of people working with children in care for the future \nlives of these children and young people (e.g. further education, training, and \njobs/ employment)? \nThe study engages with and builds on existing knowledge in Ireland and other \njurisdictions and seeks to identify practical solutions that could be implemented in order \nto improve educational access, participation and attainment among children in care in \nIreland. \nThe research study comprised three phases. Phase 1 constituted an analysis of existing \ninternational and Irish research as well as an overview of four case-study jurisdictions \n(i.e., Victoria, Australia; Ontario, Canada; Scotland; and Northern Ireland) to highlight \nexamples of good practice in addressing the educational needs of children in care. Phase \n2 involved interviews with key stakeholders, including social workers, school principals \nand deputy-principals, foster parents, and policy-makers in relevant areas. Phase 3 \ninvolved interviews with children in care and those who had left the care system.

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