Exploring the care effects of multiple factors on the educational achievement of children looked after at home and away from home: an investigation of two Scottish local authorities.

This paper reports the findings of a research project which explored the care factors that influence the educational achievement of looked-after children. The project was innovative because it focused on children looked after at home and away from home. A mixed-methods strategy was adopted to analyse data from two large Scottish local authorities. The project developed, what is to date, the largest dataset which includes variables for one-fifth of children discharged from care in Scotland over a 5-year period. The qualitative element of the project collected in-depth data on the care and education experiences of looked-after children and care leavers. The overall finding was that looked-after children perform less well academically than their counterparts in the general school population. The empirical data indicated that factors such as placement type, reason for becoming looked after and age on becoming looked after were significant in determining educational achievement. Empirical results further indicated that looked-after children suffered from discrimination and social exclusion in many areas of their lives, including school and where they lived. [ABSTRACT FROM AUTHOR]