FROM CARE TO UNIVERSITY: HOW PROTECTIVE FACTORS AND THE DEVELOPMENT OF RESILIENCE CAN CONTRIBUTE TO THE SUCCESFUL EDUCATIONAL OUTCOMES OF CARE LEAVERS

Rebecca Eloise Munson…

22

childhood, youth & education studies

Care leaver

informally adopted by my foster carer

3 adopted siblings

why am I here…?

start

rationale

this research

share

current higher education situation

Care leaver

6%

lower

6%

incredibly low

national average

38%

worse still…

care leaver

4x

although…

really a surprise?

majority of research

focuses on…

Negative Outcomes

negative research =

care leavers

DO NOT

little POSITIVE expectation

researchers policy makers professionals

Negative Outcomes

research should

6%... 10%... 25%... 30%

providing

small but

G R O W I N G

positive educational outcomes

positive research

care leaver

unique insight

HOW…?

“a multi-professional group of experts on foster care commented they knew of no research that examined factors that contribute to resilience and high performance in school for children and youth in care” (Jackson & Cameron, 2012: 1108)

Protective Factors + Resilience = Higher Education Success

what is resilience?

resilience…

dynamic process

achieve positive outcomes

despite

significant adversity & trauma

protective factors

develop resiliency

protect from effects of adversity

PROTECTIVE FACTORS RISK

3 categories

individual factors

personal relationships

environmental factors

within this study

THEIR EXPERIENCES

moreover…

unlike previous research

They would not have succeeded without

essential

for success

interviewed

21 care leavers

19-42

17 / 21

essential

3 factors

1st important factor score of 3

2nd important factor score of 2

3rd important factor score of 1

not mentioned score of 0

Rank Protective FactorScore 1 Motivation & drive Ability to rationalise and visualise choices Foster Carer relationship/ support Support from a significant other (none of the above) Birth Family relationship/ support0.4 6 Ability & Intelligence0.3 7 Social Worker/ Personal advisor relationship/ support Self reliance/ independence0.1 8 University was the normal/ expected path Local Authority funding Self efficacy Altruism Ambition i.e. wanting to do a certain job Stable/ successful school experience Work environment Personality factors i.e. competitiveness0 16 A member of my birth family went to university0 16 Stable placement: Under 5 placements0 16 Friendship network0 16 Support and encouragement from a teacher/s0 16 University funding0 1.45

Rank Protective FactorScore 1 Motivation & drive Support from a significant other Ability to visualise and rationalise choices Birth Family relationship/ support0.4 5 Ability & Intelligence0.3 6 Social Worker/ Personal advisor relationship/ support Self reliance/ independence0.1 7 University was the normal/ expected path0.1 9 Local Authority funding Self efficacy Altruism Ambition i.e. wanting to do a certain job Stable/ successful school experience Work environment Personality factors i.e. competitiveness0 15 A member of my birth family went to university0 15 Stable placement: Under 5 placements0 15 Friendship network0 15 Support and encouragement from a teacher/s0 15 University funding0

significant

essential to success

added to this

other issues arose

varied support

differences in

financial emotional practical

institutions offered

monthly support groups

regular contact

active members of Quality Mark

what can you do?

ensure support is consistent

across all universities

strengths

support groups regular contact active members

wrap up…

what does this all mean?

higher chance

improving

higher educational outcomes

care leavers

children & young people still in care