What supports Danish young people post 16, the role of pedagogues and institutions? DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Inge M. Bryderup and Marlene Q. Trentel, Danish School of Education, University of Aarhus

Agenda * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Facts about Danish young people in care post 16 Legislation – leaving care support Findings from interviews with Danish young people Findings from interviews with Danish group leaders Conclusion

Facts about young people post 161/3 * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Type of placement for children and young people aged 0-17, FrequencyPercentage of all children in care Foster care5,75447% Residential care centre and private residential care centre 5,05641% Other (Boarding school, ship project, own accomodation) 9607% Unknown5765% Total12,346100%

More facts about young people post 16 2/3 * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET 21% of the 17 year olds that were in care 2006 have not completed compulsory school compared to 4% of all young people that have not completed compulsory school 17% of young people aged years old who were in care when they were 16 years old had not completed compulsory school compared to 3% of the general population of the same age

More facts about young people post 16 3/3 * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET 12% of young people aged years old who were in care when they were 16 years old have not completed compulsory school compared to 1% of all young people. 40% of young people aged years old who were in care when they were 16 years old had obtained qualifications beyond compulsory school compared to 80% of the general population of the same age.

Legislation concerning young people in care * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET The municipalities are responsible for placements and inspection Two different laws – Law of social service and Law of compulsory school Two ministries – The Ministry of Social affairs and The Ministry of Education Young people in care aged 0-17 Leaving care in Denmark (18-22 years old)

Findings from interviews with 35 Danish 1/5 young people * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Type of placement, number of placement Entering care Only few received leaving care support Foster care / residential care centre Non formal leaving care support

Findings from interviews with 35 Danish 2/5 young people * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Five ideal types: Young people with “promising” educational pathways in college or university Young people with “promising” educational pathways in vocational education and training Young people with “yo-yo” pathways in education Young people with “delayed” educational pathways Young people with health problems that dominate their educational pathways

Findings from interviews with 35 Danish 3/5 young people * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Facilitators - Young people with ”promising” pathways in college or university / in vocational education and training Early intervention Less disruptive upbringing Supportive parents (educated) Stable time in school Continuity in placements Safe community with adults Friends

Findings from interviews with 35 Danish 4/5 young people * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Nominated adult Leisure time interests Resilience Wanted more in life than their parents

Findings from interviews with 35 Danish 5/5 young people * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Pedagogues at institutions Supportive, helpful with homework, knowledge of education programmes Driving the young people to and from an educational institution A safe community together with other young people An adult they could confide in Leisure time activities – part of everyday life Pedagogues - nominated adults

A qoute from a young person * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET “ They (the staff at a residential care centre) figured out what interested us and spent time with us. That made me trust them. Before that day I did not trust any adults. Not my grandma nor my granddad. And I learned to trust them. We spoke together.”

Findings from interviews with Danish group leaders * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Suggestions Early intervention More attention to education Continuous support after the young person comes of age (leaving care support) Holistic approach to education and care

Conclusion * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET Half of the interviewed 35 young people have stayed at a residential care institution Need for early intervention and leaving care support Need for a holistic approach to education and care Social pedagogues are regarded as supportive when: they have increased focus at education they create a safe community for young people in care

Conclusions - continued * DANMARKS PÆDAGOGISKE UNIVERSITETSSKOLE AARHUS UNIVERSITET the young people feel they belong they play an active role in a young person’s educational career. they keep education on the agenda at all times and raise the expectations of young people in care.