Exploring the educational experiences of children and young people adopted from care
Using the voices of children and parents to inform practice
Bibliographic Data
| ID | 11942476 |
|---|---|
| Authors | Rebecca Best (0000-0003-1203-1755, Surrey County Council, corresponding author), Rebecca H Best (0000-0003-3295-1428, Surrey Educational Psychology Service, UK), Claire Cameron (0000-0002-2151-4137, UCL Institute of Education, UK), Vivian Hill (0000-0003-1035-6230, UCL Institute of Education, UK) |
| Year | 2021 |
| Volume | 45 |
| Issue | 4 |
| Pages | 359-381 |
| Publication date | 2021-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Adoption & Fostering (JOURNAL) |
| Journal identifiers | ISSN: 0308-5759 • E-ISSN: 1740-469X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/03085759211043255 |
| OpenAlex | W2995494257 |
| Language | EN |
| Citations received | 5 |
| References cited | 32 |
National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs’ practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed
Developmental psychology · Disconnection · Focus group · Narrative · Population · Prejudice (legal term · Qualitative research · Sociology · Thematic analysis · Child Abuse and Trauma · Child Welfare and Adoption · Intergenerational Family Dynamics and Caregiving · Medicine · Psychology · Social Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |