Improving the educational experience of children and young people in public care: a Scottish perspective

Graham Connelly, Mono Chakrabarti

    Research output: Contribution to journalArticle

    10 Citations (Scopus)

    Abstract

    The context for this paper relates to the policy and practice implications of efforts to achieve social justice for Scotland's 12,000 children and young people in the care of local government authorities.The paper is located within a growing evidence base of the educational experience of young people in care and leaving care. The data on attainment and exclusion from school in particular are reviewed and confirm that looked-after children in Scotland, as elsewhere in the UK, typically leave education with significantly fewer school leaving qualifications than is now the common expectation for young people in their age group and are significantly more likely to lose time inschool due to exclusion. However, the review also shows the devastating impact of being in care on young children's attainment in reading, writing and mathematics. The implications of the datareviewed are discussed in relation to the concepts of social justice, resilience and the educationally rich environment.
    LanguageEnglish
    Pages347-361
    Number of pages15
    JournalInternational Journal of Inclusive Education
    Volume12
    Issue number4
    Early online date9 Jul 2008
    DOIs
    Publication statusPublished - 2008

    Fingerprint

    social justice
    exclusion
    experience
    school
    qualification
    resilience
    age group
    mathematics
    evidence
    Education
    education
    Social Justice
    Scotland
    Exclusion
    time
    Mathematics
    Young children
    Qualification
    Local Government
    Resilience

    Keywords

    • education
    • public care
    • scotland
    • young people
    • social justice

    Cite this

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    Improving the educational experience of children and young people in public care : a Scottish perspective. / Connelly, Graham; Chakrabarti, Mono.

    In: International Journal of Inclusive Education, Vol. 12, No. 4, 2008, p. 347-361.

    Research output: Contribution to journalArticle

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