Educational Attainment and Progress of Children in Need and Children in Care

A new study (Sep 2017-April 2019) on the educational progress of children in need and children in care. This major study aims to explore the educational trajectories and experiences of children and young people falling into distinct groups, including those whose early difficulties are successfully resolved, those who remain on the ‘edge of care’, and those with repeated periods of intervention from Children’s Services. More details

Evaluation of the Attachment Aware Schools Programme

The Rees Centre is currently evaluating this programme, developed by Bath Spa University, Bath and North East Somerset Council and the National College for Teaching and Leadership, to support young people in care and on the edge of care.
Attachment Aware Schools website

Evaluation of London Fostering Achievement Programme

Researchers from the Rees Centre and Loughborough University’s Centre for Child and Family Research undertook a mixed methods evaluation of the London Fostering Achievement Programme designed to improve educational outcomes for fostered children in London. The programme had four main components: generic foster carer training focusing on education, masterclasses, direct work with schools and education champions. More details

Educational Progress of Looked After Children in England: Linking Care and Educational Data

First major study in England to explore the relationship between educational outcomes, young people’s care histories and individual characteristics. It focused on the reasons for the low educational outcomes of young people in care (looked after) in secondary schools in England. More details

What is the relationship between being in care and the educational outcomes of children?

An international systematic review. More details

Risk and protective factors for educational outcomes of looked after children

Study by Aoife O'Higgins, doctoral student at the Rees Centre