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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 Outcome
s
negative research=
care leavers
DO NOT
little POSITIVE expectation
researchers
policy makers
professionals
Negative Outcome
s
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
FACTORSRISK
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
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth Family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N (21)Protective Factors
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth Family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N (21)Protective Factors
17 / 21
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N(21)
Protective Factors
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N(21)
Protective Factors
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth Family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N (21)Protective Factors
3Work environment
3University funding
8Support and encouragement from a teacher/s
7Local Authority funding
5University was the normal/ expected path
7Friendship network
7Stable/ successful school experience
12Stable placement: Under 5 placements
Environmental Factors
5A birth family member went to university
5Social Worker/ Personal Advisor relationship/ support
7Support from a significant other (none of the above)
8Birth Family relationship/ support
8Foster Carer relationship/ support
Personal Relationships
7Ambition e.g. wanting to do a certain job
8Self reliance/ independence
8Personality factors i.e. competitiveness
9Ability & Intelligence
11Altruism
18Self efficacy
19Ability to rationalise and visualise choices
21Motivation & drive
Individual Factors
N (21)Protective Factors
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
RankProtective Factor Score
1 Motivation & drive 2.35
2 Ability to rationalise and visualise choices 0.85
3 Foster Carer relationship/ support 0.65
3 Support from a significant other (none of the above) 0.65
5 Birth Family relationship/ support 0.4
6 Ability & Intelligence 0.3
7 Social Worker/ Personal advisor relationship/ support 0.15
8 Self reliance/ independence 0.1
8 University was the normal/ expected path 0.1
10 Local Authority funding 0.1
11 Self efficacy 0.05
11 Altruism 0.05
11 Ambition i.e. wanting to do a certain job 0.05
11 Stable/ successful school experience 0.05
11 Work environment 0.05
16 Personality factors i.e. competitiveness 0
16 A member of my birth family went to university 0
16 Stable placement: Under 5 placements 0
16 Friendship network 0
16 Support and encouragement from a teacher/s 0
16 University funding 0
1.45
RankProtective Factor Score
1 Motivation & drive 2.35
2 Support from a significant other 1.45
3 Ability to visualise and rationalise choices 0.85
4 Birth Family relationship/ support 0.4
5 Ability & Intelligence 0.3
6 Social Worker/ Personal advisor relationship/ support 0.15
7 Self reliance/ independence 0.1
7 University was the normal/ expected path 0.1
9 Local Authority funding 0.1
10 Self efficacy 0.05
10 Altruism 0.05
10 Ambition i.e. wanting to do a certain job 0.05
10 Stable/ successful school experience 0.05
10 Work environment 0.05
15 Personality factors i.e. competitiveness 0
15 A member of my birth family went to university 0
15 Stable placement: Under 5 placements 0
15 Friendship network 0
15 Support and encouragement from a teacher/s 0
15 University funding 0
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
