The consequences of being labelled ‘looked-after’: Exploring the educational experiences of looked-after children and young people in Wales

Autor:	Darren Andrews, Alyson Rees, Eleanor Staples, Dawn Mannay, Sophie Hallett, Louise Roberts, Rhiannon Evans
Rok vydání:	2017
Předmět:	Population Subject (philosophy) BF HM Education Developmental psychology foster care Educational support 0501 psychology and cognitive sciences education Disadvantage education.field_of_study Unintended consequences 4. Education unintended consequences 05 social sciences 050301 education Articles L1 Foster care H1 Original Article Psychology looked‐after children and young people 0503 education Social psychology 050104 developmental & child psychology Educational systems Qualitative research
Zdroj:	British Educational Research Journal Mannay, D, Evans, R, Staples, E, Hallett, S, Roberts, L, Rees, A & Andrews, D 2017, ' The consequences of being labelled ‘looked-after’ : Exploring the educational experiences of looked-after children and young people in Wales ', British Educational Research Journal, vol. 43, no. 4, pp. 683-699 . https://doi.org/10.1002/berj.3283
ISSN:	0141-1926
DOI:	10.1002/berj.3283
Popis:	The educational experiences and attainment of looked-after children and young people (LACYP) remains an issue of widespread international concern. Within the UK children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. This paper draws upon qualitative research with 67 care-experienced children and young people in Wales. The sample was aged 6-27 years, and comprised of 27 females and 40 males. Participants had experienced a range of care placements. Findings focus on how educational policies and practices alienate LACYP from dominant discourses of educational achievement through assignment of the ‘supported’ subject position, where children and young people are permitted and even encouraged not to succeed academically due to their complex and disrupted home circumstances. However, such diminished expectations are rejected by LACYP, who want to be pushed and challenged in the realization of their potential. The paper argues that more differentiated understandings of LACYP’s aspirations and capabilities need to be embedded into everyday practices, to ensure that effective educational support systems are developed.
Databáze:	OpenAIRE
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