Main findings
• In all countries the attainment of children in care falls far below that of others.
• Children in care are largely invisible because they make up only 1-2% of the population, and have not been identified as a marginalised group except in England.
• Most young people in care experience many disruptions in their educational pathways and fall progressively behind their age cohort.
• If there is no legal duty to provide social and economic support past 18 years, it is difficult for them to progress to higher levels of education.
• Administrative divisions between care and education create problems in all. countries. England is the only one to have joined them up administratively, both centrally and locally.
• Social workers generally give low priority to educational matters and focus on placement and relationship issues.
• Professionals have low aspirations for young people in care and routinely steer them into basic vocational training or short-term jobs.
• Children in care do better initially in countries with more highly qualified and well educated carers, but fall behind later due to low expectations and lack of support.
Recommendations
• A Europe-wide policy is needed, highlighting the education of young people in and after public care as a key issue for social integration
• Statistics on attainment and participation should be collected and published to enable comparisons with the general population
• Care and education systems should be synchronised and work together to provide maximum support and encouragement
• Teachers and schools need to understand the special circumstances of children in care and social workers should give priority to education
• Foster and residential carers should play a central role in supporting and promoting educational progress