1. Uninterrupted Schooling for Children in Youth Care School co-operation for a reinforced and constructive educational career

2. The task  The Swedish Government, has presented the National Board of Institutional Care and the National Agency for Special Needs Education and Schools, (SPSM) with the task of developing and testing a structured educational model for children in custody care. Uninterrupted education Development of a constructive school career. Project 2013-2015 The Child SiS Home school Social services SPSM

3. Background  The assignment is founded on the knowledge that a constructive school career constitutes the single most important protection factor for a functioning life.  Reversibly, the absence of a ‘successful’ school career is a predictor for future problems regarding psychosocial health.  School can be described as both a protective or success factor and a risk factor depending on the outcome.

4. The Problem  Orders for compulsory care are made by the Administrative Court, on the application of social authorities. (municipal)  Some 1,300 of these cases are placed at one of SiS's special residential homes for young people on the request of social authorities.  School is not the primary focus of the social authorities  Schools in special homes need a sustained dialogue centering around the child’s educational needs.  This calls for a need to involve the school in order to frame an education based on the child’s educational needs.

5. Preconditions  Swedish law clearly states the obligation for authorities to collaborate regarding children at risk of suffering.  The obligation in itself is obviously not enough.  The will to co-operate is greater than the present ability. The strategy is to establish formal co-operation through organizational agreements between municipalities and SiS. Creating a model and an infrastructure that facilitates the professional co-operation regarding the children's education.

6. Co-operation Management perspective Agreement Structure Functions -Municipalities - SiS Method- Shared routines & documents Structure - Supportive -SPSM -Counsellors -Advisors Signatories Directors (SiS, Social- & Educational services) Appoinetd by Directors (SiS, Social- & Educational services) Appointed by Directors (SPSM& Social- & Educational services)

7. Timeframe Before placementDuring placementAfter placement

8. The model  The model shall ensure that SiS, the home school and the social services co-operate in order to provide a sustained education integrated with the overall treatment plan  The model is constituted by routines, responsibilities and shared documents. The latter are regarded as instruments or tools in the process to bring about information and agreements around the child. SiS Home school Social Services

9. Documents 1. School agreement between home schools and SiS special homes. (upon admission) 2. A similar document when the child leaves the special home 3. A transfer document used by the special home in order to ask for, compile and submit information around the child.

10. Routines 1. Social services are responsible for involving the school as soon as an investigation on placement is undertaken!

11. Routines 2. The Central Admissions office at SiS directs procedures and documents to achieve co-operation with and knowledge transfer from the child’s home school!

12. Routines 3. The principal at the home school is responsible for transfer of knowledge and documents and the school’s participation in meeting with the special home.

13. Routines 4. The Educational Manager at the SiS special home are responsible for continuous feed-back to the home school. This is regulated via the school agreement (document)

14. Routines 5. Educational Manager at the special home is responsible for summoning relevant actors to a final meeting. The purpose is to plan for the child’s education upon leave.

15. Expected results  An uninterrupted and better formulated education based on educational history and pedagogical needs.  An uninterrupted education will sustain the child's connection with school and education as a strategy.  Less drop-outs

16. Processing the model  Presenting the task and getting input from municipalities, authorities and experts.  We invite delegates from the Euromet to present examples experiences and conclusions. Meetings Input Formative design of model Project plan