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To illustrate design and implementation of the Strategies for Enhancing Early Developmental Success (SEEDS) Preschool Program, aimed at promoting school readiness in families connected to the child welfare system, the current paper uses parent- and teacher-reported data to summarize the progress of three participating families with diverse histories and presenting issues.
This review assesses the literature that describes the risk and protective factors for children in out-of-home care (OOHC) experiencing educational disadvantage.
This article describes and compares the Not in Employment, Education, or Training (NEET) and Education, Employment, and Training (EET) status of care leavers from Girls and Boys Town after 1 and 2 years and in relation to other outcomes.
This study sought to find out the current numbers of autistic Looked-After children formally recorded across local authorities in England, and whether their needs are given special attention via strategic planning and oversight, using Freedom of Information (FoI) requests sent to all local authorities in England.
This study involved a comprehensive literature review, an environmental scan, and interviews with 20 former youth in care in Canada, focusing on what helps and hinders youth in care to graduate from high school.
This study is an outcome evaluation of the Guardian Scholars Program (GSP) at San Francisco State University, which supports current and former foster care youth on the campus.
This rapid review seeks to harvest and draw out common findings from intervention studies aimed at supporting the educational and socio-emotional attainments of school-age children and adolescents in foster care.
The current study examined school readiness for children placed in care of child protection services before age 5. This association was assessed using a population-based cohort of children born in Manitoba, Canada, between 2000 and 2009.
This study aimed to review and analyze the pathways from care to education and employment, using meta-analysis.
This cross-sectional study uses a random sample of forty-six foster care alumni from a Midwestern public university to explore the relationship between exposure to trauma and post-secondary academic achievement.