What are the factors associated with educational achievement for children in kinship or foster care: A systematic review |
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| Institution: | 1. Rees Centre for Research on Fostering and Education, Department of Education, University of Oxford, 28 Norham Gardens, Oxford OX2 6PY, UK;2. Department of Social Policy and Interventions, University of Oxford, Barnett House, 32–37 Wellington Square, Oxford OX1 2ER, UK;1. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario P7B 5E1, Canada;2. Children''s Centre Thunder Bay, 283 Lisgar St., Thunder Bay, Ontario P7C 1R7, Canada;1. Agnes Flaherty Stoops Professor in Child Welfare, Florida State University College of Social Work, 296 Champion''s Way, Tallahassee, FL 32306-2570, USA;2. Florida Atlantic University School of Social Work, 777 Glades Road, SO 320, Boca Raton, FL 33431, USA;1. Division of Special Education and Counseling, California State University, Los Angeles, United States;2. Graduate School of Education and Information Studies, University of California, Los Angeles, United States;3. Mental Health Advocacy Services, Inc., Los Angeles, CA, United States;1. School of Social Service Administration, University of Chicago, 969 East 60th Street, Chicago, IL 60637, United States;2. University of Southern California, 851 Downey Way, Hazel Stanley Hall 314, Los Angeles, CA 90089-1059, United States |
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| Abstract: | Children in care lag behind their peers on a number of outcome measures, including education. Interventions have been developed to help them close the gap with their peers but these have had limited success to date. One possible reason for this may stem from our lack of understanding about underlying processes and mechanisms.This paper presents the findings of a systematic review of the factors associated with educational outcomes for children in foster and kinship care. It aims to inform the literature on risk and protective factors and inform the development of future interventions.Eight major databases and websites were searched between 1990 and 2016 using a combination of mesh terms. Studies were included if they tested the statistical association between any variable and educational outcomes for school age children in foster or kinship care in high-income countries. Children in other placement types were excluded. Titles and abstracts were screened for 7135 studies identified through searches. Full texts were obtained for 298 and 39 were retained for inclusion.Over 70 factors were identified. For the purposes of the narrative synthesis, factors were categorised into spheres of influence adapted from Bronfennbrenner's (1979) ecological framework. The findings reveal significant heterogeneity. Male gender, ethnic minority status and special educational needs were consistent predictors of poor educational outcomes, while carers' and young people's aspirations appeared to predict greater success. The findings are discussed with implications for future research and practice. |
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