Why one goes to school: what school means to young people entering foster care

Abstract

In this interpretative childhood study of 17 boys and girls aged 13–16 years placed in foster families, the experiences and attitudes towards school are explored. The importance of school as an arena for both learning and socialization is emphasized. Data were collected through interviews, network maps and text answers via mobile phone (‘beepers’). Their educational improvement was based on their understanding of scholastic achievement as meaningful for their future, stability in daily routines and the involvement and support of family, peers and teachers. Access to peers at school is important, and group activities facilitate this. Because of their background, foster youth can also be exposed to bullying from peers. Both learning and socialization at school affect their self-esteem.

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