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There is evidence that engagement with the arts can engender transformative effects on young people’s views of themselves and their futures, this can be particularly useful for children and young people in care. This paper draws on a case study of an arts-based programme delivered in Wales, UK. Field observations of the arts-based sessions were conducted, and the participant sample included young people in foster care (n=8), foster carers (n=7) and project facilitators (n=3). The study employed interviews, observations, reflexive diaries, and metaphor work to explore the subjective accounts of these different stakeholders. This provided an insight into their experience of being involved with the arts-based programme, the impacts of this involvement, and what steps they felt could be taken to improve the model. The paper argues that arts and cultural engagement can be transformative in improving the confidence and social connectedness of young people in foster care, but that attention needs to be given to how programmes are delivered. The paper documents the often overlooked mundane, yet important, aspects of planning arts-based programmes, exploring the involvement of foster carers, interpersonal relationships, and the provision of refreshments. It calls for investment in developing carefully designed extracurricular opportunities for young people in care, where they can experience ‘becoming more confident in being themselves’.

Across Wales, the United Kingdom and globally, children and young people who have experienced care generally achieve poorer educational outcomes compared to those who have not experienced care (Jackson and Cameron 2014; Mannay et al. 2015, 2017; O’Higgins et al. 2015; Sebba et al. 2015), with this discordancy in attainment attracting international concern (Berridge 2012; Jackson and Höjer 2013). Previous research demonstrates that care-experienced children and young people face significant educational disadvantages due to the adverse impacts of abuse and trauma (Bombèr 2007; O'Sullivan and Westerman 2007). Other barriers to educational attainment include unstable and disruptive environments, time spent out of school, poor additional educational support and a lack of understanding of their specific mental and emotional health needs (Social Exclusion Unit 2003; Harker et al. 2004), as well as, generally, the low socio-economic status of care-experienced children and young people’s birth families (Forrester et al. 2009; Rees and Holding 2014). Alongside the educational opportunities and outcomes for children and young people in care in Wales, Mannay et al. (2019) discuss the increased focus on and importance of their everyday experiences, development and wellbeing, adopting a relational approach to these aspects. Political interest in the arts, creative and cultural experiences of care-experienced children and young people has also increased exponentially over the last few decades. For example, the United Kingdom Government paper ‘Care Matters: Transforming the Lives of Children and Young People in Care’ (Department for Education and Skills 2006) catalysed a shift in interest in terms of improving the arts and cultural experiences of children and young people in care settings. This green paper, part of the broader ‘Every Child Matters’ agenda, looked to create opportunities to improve the experiences of care-experienced children and young people. The ‘Care Matters’ policy paper also included the political promise that “children in care must have the chance to participate in sports, volunteering and the arts, and be supported to remain healthy and safe”. In relation to this emphasis on the benefits of the arts for care-experienced children and young people, the Wales Millennium Centre ran an arts-based programme which was funded and supported by the Confidence in Care Consortium led by The Fostering Network in Wales. The arts-based programme was delivered between May and July 2018 and involved eight care-experienced young people and their foster families. The Wales Millennium Centre commissioned Cardiff University to conduct research with care-experienced young people and their foster carers, and facilitators involved with the delivery of the arts project. The research aimed to assess the current knowledge base regarding care-experienced children’s and young people’s engagement with the arts, and to explore the views of facilitators, young people, and their carers involved in the arts-based programme at the Wales Millennium Centre.