Education for young people placed in care – what works as barriers and facilitators ?

1. Education for youngpeopleplaced in care – whatworks as barriers and facilitators? Ingrid Höjer, PhD, associate professor: ingrid.hojer@socwork.gu.se Helena Johansson, PhD, senior lecturer: helena.johansson@socwork.gu.se Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

2. The Swedish context • Children and young people in care: • 24 900 children and young people placed in care in 2010 • About 75 percent in foster care • 69 percent are 13 years or older • Swedish school system: • Compulsory school – grade 0 – 9 – (6 – 16) • Upper secondary school – 16 – 19 • No tutorial fees at college/university. State provided study loans available Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

3. Young People from a Public Care Background – PathwaystoEducation in Europe (YIPPEE) • Fivecountries: Denmark, England, Hungary, Spain and Sweden • (Sonia Jackson, Claire Cameron, UK, coordinators) • Secondaryanalysis of national data • Survey of the policy of localauthorities • Interviews with 8 local managers • Telephone interviewswith 111 local managers • Interviews • 53 young persons - screening interviews • In depth- interviewswith 33: 9 men and 24 women • Second interview with 26 • 25 adultsappointed by the youngpeople – hadbeenimportant for educationalachievements Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

4. Somestatistical data (Cohortsborn 1972 – 1992) Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

5. Barriers for educationalachievements – accordingto the youngpeople: • Cumpolsory and uppersecondaryschool: • Lack ofcontrol – feelings ofbeingpowerless • Being ”different” – feelings ofexclusion • No support from parents • Bullying – by peers, butalso by teachers • Lowselfesteem – no ”educationalidentity” • Change ofschools • Furthereducation: • Forcedtoleavecare at 18 (or 19) – insecurelife situation • Fearoftakingstudyloans – no ”back up” availableif studies fail • Loneliness – lack of social capital Helena Johansson, Ingrid Höjer, Institutionen för socialt arbete, Göteborgs universitet

6. Child welfare and education – more barriers… • Social workers often focus on ”relations and feelings” - not education – professional paradigm • Often low expectations on children care in relation to education • Change of schools badly planned and prepared • Ambiguous rules and regulations concerning who is responsible for educational support to children in care Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

7. Facilitators at school • A safe environment and structure – as a contrast to chaotic family life • Being seen and encouraged by professionals – enhancing self-esteem and educational identity • Access to a social arena providing “normality” – access to social capital • “I could be with normal people, attend a normal school, have normal classes and see normal friends” (Pekka) • Possibility to repeatoneyear (or more) ifnecessary Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

8. Facilitators provided by carers • Positive attitude towards education • Encouragement and trust in young people’s learning capacity • Day-to-day support: Homework, emphasising importance of presence at school, negotiations with teachers • Help to plan and encourage further education – support after leaving care Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

9. School as an opportunity for a better life • A wish for a better life – a strong incentive for educational achievements I guessit’s my own determination, I mean, hello, I don’twant to become…. I’ve got an auntwho’s a junkie and an alcoholic, I don’twant to be like her. I’ve got an unclewho’s an ex-junkie, a grannywho’s an alcoholic and twootheruncles who are criminals and batterers and God knowswhat. I don’twant to become like them (Asta, now at university) Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

10. Structural facilitators needed • Getting back on track – access to adult education is crucial • Access to educational counselling • Access to financial counselling – help reduce fear of getting in debt through study loans • Opportunity to stay in care (if needed) after 18 (or 19) – until ready for independent living Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

11. Publications • Höjer, I., Johansson, H., Hill, M., Cameron, C. och Jackson, S. (2008) State of the Art ConsolidatedLiterature Review. The EducationalPathwaysof Young People from a Public Care Background in Five EU countries. http://tcru.ioe.ac.uk/yippee/ • Johansson, H., Höjer, I. and Hill, M. (2011). Young People from a Public Care Background and theirPathwaystoEducation - Final report from the Swedish part of the YIPPEE project. Available at http://www.socwork.gu.se/forskning/forskningsprogram_familj/Yippee/. • Höjer, I & Johansson, H (in press) School as an opportunity and resilientfactor for youngpeopleplaced in care. European Journal of Social Work • Johansson, H & Höjer, I (in press) Education for disadvantagedgroups – structural and individualchallenges. Child and Youth Services Review. Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden

12. Contact details: • Helena Johansson: Helena.Johansson@socwork.gu.se • Ingrid Höjer: Ingrid.Hojer@socwork.gu.se • YIPPEE website: http://tcru.ioe.ac.uk/yippee/ Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden