ingrid höjer, phd, associate professor: [email protected] helena johansson, phd, senior...
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Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
Education for young people placed in care – what works as barriers
and facilitators?
Ingrid Höjer, PhD, associate professor: [email protected]
Helena Johansson, PhD, senior lecturer: [email protected]
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
The Swedish context
Five countries: Denmark, England, Hungary, Spain and Sweden
(Sonia Jackson, Claire Cameron, UK, coordinators)
Secondary analysis of national data Survey of the policy of local authorities
Interviews with 8 local managers Telephone interviews with 111 local managers
Interviews 53 young persons - screening interviews In depth- interviews with 33: 9 men and 24 women Second interview with 26 25 adults appointed by the young people – had been
important for educational achievements
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
Young People from a Public Care Background – Pathways to Education in Europe (YIPPEE)
Some statistical data (Cohorts born 1972 – 1992)
Care experienceN = 76 121
No care experience N = 2 108 745
Completed compulsory school (age 16)
86 % 97 %
Completed upper secondary school (age 19)
40 % 82 %
Registred at university 13 % 41 %
Mean value of marks in compulsory school
25 % 51%
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
Barriers for educational achievements – according to the young people:
Cumpolsory and upper secondary school:◦Lack of control – feelings of being powerless◦Being ”different” – feelings of exclusion◦No support from parents ◦Bullying – by peers, but also by teachers◦Low self esteem – no ”educational identity”◦Change of schools
Further education:◦Forced to leave care at 18 (or 19) – insecure life situation◦Fear of taking study loans – no ”back up” available if studies fail◦Loneliness – lack of social capital
Helena Johansson, Ingrid Höjer, Institutionen för socialt arbete, Göteborgs universitet
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
Child welfare and education – more barriers…
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 repeat one year (or more) if
necessary
Facilitators at school
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
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
Facilitators provided by carers
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
School as an opportunity for a better life
A wish for a better life – a strong incentive for educational achievements
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
I guess it’s my own determination, I mean, hello, I don’t want to become…. I’ve got an aunt who’s a junkie and an alcoholic, I don’t want to be like her. I’ve got an uncle who’s an ex-junkie, a granny who’s an alcoholic and two other uncles who are criminals and batterers and God knows what. I don’t want to become like them (Asta, now at university)
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
Structural facilitators needed
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden
Höjer, I., Johansson, H., Hill, M., Cameron, C. och Jackson, S. (2008) State of the Art Consolidated Literature Review. The Educational Pathways of 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 their Pathways to Education - 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 resilient factor for young people placed in care. European Journal of Social Work
Johansson, H & Höjer, I (in press) Education for disadvantaged groups – structural and individual challenges. Child and Youth Services Review.
Publications
Contact details:
Helena Johansson: [email protected]
Ingrid Höjer: [email protected]
YIPPEE website: http://tcru.ioe.ac.uk/yippee/
Helena Johansson & Ingrid Höjer, Department of Social Work, University of Gothenburg, Sweden