1. A research project funded by the Framework 7 Research programme of the European Union www.ioe.ac.uk/tcru Beyond care: pathways through Education in Europe A journey without maps http:/tcru.ioe.ac.uk/yippee

2. A research project funded by the Framework 7 Research programme of the European Union www.ioe.ac.uk/tcru Professor Sonia Jackson and Dr Claire Cameron

3. A research project funded by the Framework 7 Research programme of the European Union Project partners England: Institute of Education, University of London (Coordinator) Sweden: Göteborg University (Social Work & Education) Denmark: Danish School of Education, University of Aarhus Spain: Research Institute on Quality of Life, University of Girona Hungary: Institute for Social Policy and Labour, Budapest

4. A research project funded by the Framework 7 Research programme of the European Union Project Aims  To track the educational pathways of young men and women in public care after the end of compulsory schooling  To examine how more of them might be encouraged and supported to continue into further and higher education  To compare different systems and experiences in five European countries

5. A research project funded by the Framework 7 Research programme of the European Union Legal age of leaving and time in school Compulsory education DenmarkEnglandHungarySpainSweden Age 7-165-166-186-167-16 Years of obligatory schooling 9 11 12 10 9

6. A research project funded by the Framework 7 Research programme of the European Union Research Methods  Literature reviews  Analysis of statistics  Surveys: national and local area studies  Interviews with social services, care managers and educators (76)  Screening telephone interviews (366)  Intensive face to face interviews with 170 young men and women aged 18-24 and nominated adults

7. A research project funded by the Framework 7 Research programme of the European Union ‘It’s up to me’ … yeah, it’s up to me to do it…. I’ve wanted to give up so many times but I haven’t. … I have to do it myself…I don’t really rely on (other) people. I prefer to do it myself. … I say nothing (is) going to stop me studying ….I know I’ve got a brain in my head, and I know if I put my mind to it I can do anything

8. A research project funded by the Framework 7 Research programme of the European Union

9. 9 Forms of placement in five countries

10. A research project funded by the Framework 7 Research programme of the European Union Educational attainment in 2009 (England)

11. A research project funded by the Framework 7 Research programme of the European Union Continuing in education Young people who have been in care are much less likely than other young people to continue in education at Upper Secondary or Tertiary level: 13 percent in Sweden 3 percent in Denmark 6 percent in Hungary 9 percent in England Spain - nobody knows All young people: 80-90% (OECD figures)

12. A research project funded by the Framework 7 Research programme of the European Union Obstacles to inclusion Family background Disruptions to schooling and lack of basic skills Disputes between services Moves in care and school placements Lack of encouragement in care environment Low expectations and poor guidance Financial difficulties

13. A research project funded by the Framework 7 Research programme of the European Union Transition to adulthood The age of leaving care is (16-19) is much lower than the average age of leaving home (24/25) Most young people in or leaving care have to worry about economic survival and accommodation at a far earlier age than others Keeping house on a low income makes it hard to focus on learning Independent living and early entry to workforce are in tension with continuing education

14. A research project funded by the Framework 7 Research programme of the European Union Policy issues Invisibility of young people in public care Divisions between services Linking of entitlement to chronological age Welfare regulations discouraging educational participation Special problems relating to asylum-seekers

15. A research project funded by the Framework 7 Research programme of the European Union Recommendations to EU  Identify young people in care and care leavers specifically in all reviews and policy documents relating to disadvantaged youth  Collect comparative statistics annually at national and local levels  Join up care and education services  Employ teachers in care and support settings  Prioritise continuing education over early employment

16. A research project funded by the Framework 7 Research programme of the European Union www.ioe.ac.uk/tcru Young People in Public Care: Family backgrounds and care systems Dr Claire Cameron and Professor Sonia Jackson

17. A research project funded by the Framework 7 Research programme of the European Union Young people with ‘educational promise’ 170 18 – 24 years 115 female; 55 male 126 ‘white’ 35 born outside partner country 17 unaccompanied migrants (ES and EN) 4 Roma (HU) 25% in bachelor programmes 42% in vocational programmes

18. A research project funded by the Framework 7 Research programme of the European Union Age of first entry to care YoungerOlderTotal Denmark (0-11/12+)171835 Hungary (0-9 /10+)181735 Spain (0-13/14+)27835 Sweden (0-13/14+)181933 England (0-13/14+)141832

19. A research project funded by the Framework 7 Research programme of the European Union Family lives similar in five countries Complex family forms - single parents + multiple partners Many siblings, usually close relationships Low level of employment Parental alcohol and substance misuse Loss and bereavement Being ‘put out’ – unwanted, not being listened to – feeling threatened and standing alone

20. A research project funded by the Framework 7 Research programme of the European Union Childhood? It was a total catastrophe, and I really mean it. My mother was an alcoholic. […] But my mother was like, she went away once, then came back, went away, came back again. […] So if she couldn't get her liquor, she would also break into places. And she spent a lot of time in prison. […] when my parents got divorced, once and for all, I got a foster- mother, who could have stepped out of a fairy tale as an evil stepmother. … she didn't hurt me physically, or just rarely, but she hurt me verbally a lot’. (22, female, studying at a police academy, Hungary)

21. A research project funded by the Framework 7 Research programme of the European Union Care lives - a story of difference Denmark, Sweden, England, mostly in foster care or a mixture of both residential and foster care Hungary, nearly half in residential care Spain, importance of kinship care, and residential care Number of placements DKHUSPSWEN 1 - 33027351917 4 +56 (3+)011 (3+)15

22. A research project funded by the Framework 7 Research programme of the European Union Educational support Very little support from birth families, apart from some unaccompanied migrants Low level of education among foster carers Few examples of higher education in Hungary, Sweden, England Mainly well educated and supportive in Denmark Residential workers in Spain, Denmark highly trained, value education But largely low expectations – vocational qualifications, economic independence

23. A research project funded by the Framework 7 Research programme of the European Union Support from Swedish FC I always sat at the kitchen table doing my homework, but she was always around. She could cook at the same time as we did the homework, and if I needed help she always helped. She’s said that school is the most important. School comes first, and is most important, you always have to do a homework, then you can play. Some schoolwork first, then play.

24. A research project funded by the Framework 7 Research programme of the European Union Support from Spanish social educator “Very good, they always told me to do what I wanted…they were always encouraging me … any doubts I had or... help I needed, even if I wasn’t at the residential home, I should call them. Since I left the residential home… I still often go for breakfast with the social educator, we go for lunch, with my ex-tutor as well. I received a lot of support from [my social educator] he’s always been there…if you stop... if you need to take a year off, do it, but go back the next year, I know you can do it, and that led me to think... wow, if someone has faith that I can do it, then I can, why can’t I? (Fina, 20) Social educator: “We made it very important. I awarded it a lot of importance and really pushed her to study. It was a priority. The most important thing was education, she wanted money, she wanted other things, and I had to push her a lot”

25. A research project funded by the Framework 7 Research programme of the European Union Support overall Many felt alone, rejected by society Some foster families were there ‘for life’; others disinterested Little post care support from residential workers Friends and life partners important – where existed Motivation from not being like their parents Future goals strongly normative – to fit in

26. A research project funded by the Framework 7 Research programme of the European Union Young peoples’ responses Promising – Little or no delay, good experiences in school, fewer placements, foster care, OK relations with parent/s, someone to depend on, offer guidance, volunteering, social life, girls Not so promising – Health problems, caring responsibilities, poor guidance, in and out of educational programmes with little sense of direction, limited horizons

27. A research project funded by the Framework 7 Research programme of the European Union Social Exclusion Over half in education or training No criminal records Employment mostly linked to education Little unemployment High levels of voluntary work, informal learning – esp England Striving to be part of the norm

28. A research project funded by the Framework 7 Research programme of the European Union Solutions that seem to work Continuing and unconditional personal support beyond compulsory education age Well educated workers – pedagogues – in residential settings in Spain, Denmark, Hungary Second foster placements Leaving care teams, especially with teacher attached Easy financial access to higher education for all – Sweden Supporting development of strong learning identity Promoting citizenship – volunteering, social networks