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Can they do better at school?

Lessons from 6 young people in ‘care’ in Victoria Gaye Mitchell, Peta Farquhar, Sarah Pollock (Wesley Mission Victoria) Cathy Argus, Sarah Wise (Anglicare Victoria). Can they do better at school?. • Collaborative research between Anglicare Victoria and Wesley Mission Victoria

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Can they do better at school?

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  1. Lessons from 6 young people in ‘care’ in Victoria Gaye Mitchell,Peta Farquhar, Sarah Pollock (Wesley Mission Victoria) Cathy Argus, Sarah Wise (Anglicare Victoria) Can they do better at school?

  2. • Collaborative research between Anglicare Victoria and Wesley Mission Victoria • To explore the question of academic outcomes of children and young people in out of home care http://www.wesley.org.au/ http://www.anglicarevic.org.au/ Report on the Care-system impacts on Academic Outcomes Research (CIAO).

  3. Survey • Survey of carers > of children 4-17 years > in either Wesley Mission Victoria or Anglicare Victoria > 199 carers took part > Response rate of 87.3% • Teacher survey: of teachers of children who were on guardianship orders Method

  4. Case study • Six young people, Aged between 13- 17 years • Four were enrolled, two were not enrolled • Interviews with > the young people > their carers > their case workers > teachers (if enrolled) > parents of two of the young people Method (cont’d)

  5. • 36.7% of the children had a long term condition or health problem (Victorian Average, 4.1%) • Teacher-rated Strengths and Difficulties Questionnaire showed heightened risk of emotional and behavioural problems compared to Australians 7-17 year olds generally Findings from the Surveys

  6. A high proportion of children had significant difficulties • 23.7% had repeated a grade • 60.2% had experienced change of school • 18.1% were not attending school • 30.8% wagged school in the past year • 14.7% had been suspended in last 12 months Survey findings (cont’d)

  7. Identified three groups – ‘damaged’, ‘disengaged’ and ‘doing well’ • The ‘damaged group’ > younger > high rates of cognitive, emotional and physical disorder > extremely poor school achievement • The ‘disengaging group’ > older children, least engagement to school > also with many difficulties Cluster analysis

  8. What factors affect educational achievement? • Trauma • The pre-care situation • Failure to intervene early with birth families • Failure to provide ongoing assistance to birth families while children are in care The case studies

  9. What factors affect educational achievement? Lack of appropriate placements – especially therapeutic care • Lack of appropriate school settings or alternative program in mainstream schools • Insufficient variety of settings, programs and practice models required to meet the needs of young people The case studies

  10. What factors affect educational achievement? – the positive side • Whole hearted commitment of carers and teachers • Skilled and time consuming intervention, even in the face of inadequate resources • Strength and resilience in the young people • Close collaboration between education and care staff The case studies

  11. Dwani Josh Victoria Ben and Katherine John The case studies

  12. • Early Intervention • Specialised trauma services • Culturally sensitive work • Timely availability of appropriate placements • Therapeutic care • Alternative school program in mainstream schools • Alternative school settings Doing well at school: What do young people tell us they need

  13. •Strong and personalised relationships between carers and young people and between teachers and young people • Applied learning • Supported and flexible transitions > Primary to secondary school > At the end of secondary school Doing well at school: What do young people tell us they need

  14. •Resources for young people into tertiary education Resources to support young people into training or employment if schooling has failed Doing well at school: What do young people tell us they need

  15. Emphasis on • Developmental stage and identity formation • The effects of mental ill-health on learning • Balance between the here and now and the young person in context of their history and future • Individualised assessment and particularised intervention Essential ingredients of effective practice

  16. Emphasis on • Planning and case management processes • Maintenance of expectations about academic achievement • Strengths-based practice • Effective tackling of low motivation Essential ingredients of effective practice

  17. • Time and training to support high standards of professional practice • Workforce resourcing and planning > to reduce staff turnover > to ensure sufficient choice of placement type Workforce issues

  18. • Increased choice of placement, especially therapeutic care • Increased specialist trauma services • Increased training and support for OOHC staff • Care team approach to address individual needs Recommendations from the Report

  19. • Increased alternative programs in schools • Increased alternative school settings • Increased resources and training for education staff in relation to working with children suffering effects of trauma • Strengthened cross-sectoral linkages Recommendations from the Report

  20. Wesley Mission Victoria http://www.wesley.org.au/ and Anglicare Victoria http://www.anglicarevic.org.au/ Report available online from

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