Children in residential care and school engagement or school 'dropout': what makes the difference in terms of policies and practices in England and France?

Abstract : In both England and France, looked after children are more likely to have problems in school, experience relatively low levels of academic achievement and drop out early from education in comparison with other children. Children in residential care in both countries also tend to represent those in most need. This paper is based on a comparative study into the education of children in residential care in France and in England, with a specific focus on identifying positive responses and initiatives. The research seeks to compare and transfer ideas about how to address the issue of educational engagement and school 'dropout' in children's residential care. The study is conducted within a consideration of both national care systems and public policies. One of the objectives is to identify protective factors and good practice with respect to the promotion of school engagement and positive achievement within the residential care systems for children in England and France. This paper will present the first results and analysis of this research, which compares how both countries respond nationally and locally to the needs of these children. The research took place in two French departments (départe-ments) between 2008 and 2009 and in two English county local authorities between 2009 and 2010. The research includes observations and secondary data analysis as well as interviews with children and professionals.
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Benjamin Denecheau. Children in residential care and school engagement or school 'dropout': what makes the difference in terms of policies and practices in England and France?. Emotional and Behavioural Difficulties, Taylor & Francis (Routledge), 2011, 16 (3), pp.277-287. ⟨10.1080/13632752.2011.595093⟩. ⟨hal-01224600⟩

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