The educational experience of children living in residential care : a qualitative analysis

Abstract

The aim of this study was to explore the educational experience of children living in residential care. A sample of ten children between the ages of eleven and eighteen years old participated in this study. A qualitative research design was adopted by carrying out individual interviews with each of the ten children, who were all living in residential care when the interviews took place. Common emerging themes from the children's self-reports were identified, by analysing the interviews' transcriptions. The educational experience of children living in residential care seemed to be positively affected through receiving constant praise, support and encouragement. The children maintained that it was better for them educationally if there was stability in their environments as well as continuity in their relationships and placements. The young persons also stated that whenever they lacked any one of these features, they also experienced educational drawbacks. The findings of this study revealed the need for social workers, teachers, residential carers, and other professionals who are involved in the children's educational experiences, to collaborate and communicate with each other more regularly. These communication patterns could be improved by assigning fixed roles and responsibilities to all the professionals involved.