Ministry of Children and Family Development

Improving Health & Improving Health & Education Outcomes Education Outcomes for CYICfor CYIC

BCFFPA AGM, May 23, 2009 BCFFPA AGM, May 23, 2009

Martin WrightMartin Wright

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ObjectivesObjectives

1. Share with foster parents what we are doing and why;

2. Outline some evidence-based strategies and approaches to their implementation

3. Consult Foster Parents on how we can do this most effectively; and

4. Begin on-going communication and collaboration with foster parents on this initiative

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What We Want What We Want

1. For every child to reach her/his full potential

2. To be as effective as we can to improve the health and educational attainment of CYIC

A key element of Strong, Safe & Supported is to improve the health and well-being of children and youth Today’s focus is on education

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What We KnowWhat We Know

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What We KnowWhat We Know

According to the international literature Children and Youth in Care have:Relatively low educational attainment levelsVery low participation rates in post-secondary educationLess schooling because of:

Absenteeism for reasons of health or movingTruancyTardinessDropping-outExclusion or suspension

Bullying: more likely to be perpetrators and victims

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But What Can We Expect?But What Can We Expect?

Conditions common at admission: Double trauma of maltreatment plus removal Low birth weight Small/large for gestational age Perinatal conditions, e.g. respiratory system,

hypertension Social, emotional and cognitive vulnerabilities More likely to have a chronic disease such as

asthma, psychiatric disorders – particularly behavioural, attention deficit hyperactivity and anxiety

Behind in immunizations Poor dental health

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Educational Special NeedsEducational Special Needs

Moderate to severe intellectual disability

Physical disability/chronic health impairment

Intensive behaviour intervention/serious mental illness

Children in care 3 % 6 % 29 %

Children never in care 0.4 % 1 % 2 %

Data source: Representative for Children and Youth

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Graduation Rate ComparisonGraduation Rate Comparison

0%

20%

40%

60%

80%

All Children With Special Needs,Not in Care

Without SpecialNeeds, Not in Care

With Special Needs,in Care

Graduation Rates by Selected Population Segment

Data source: Representative for Children and Youth

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Are Such Educational Outcomes Are Such Educational Outcomes Inevitable?Inevitable?

No.

Many CIC do well at school; Some groups fare better than others. E.G.

Girls do better than boys and non-Aboriginal CIC do better than Aboriginal CIC; and

We know the factors associated with educational attainment and how to influence many of them

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Educational Attainment: The FactorsEducational Attainment: The Factors

1. Individual - e.g. early development, self esteem and efficacy, attendance, continuity, effort, behaviour and aspirations. Prior achievement is very significant as learning begets learning.

2. Family - socio-economic status, parenting style, parental education, expectations, involvement in and monitoring of the child’s education.

3. Peer - e.g. influence and fear of rejection.

4. Community – social, economic and historical factors.

5. School e.g. leadership, teacher quality, expectations, resources, school type, connectedness, composition of enrollment that are vulnerable.

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StrategiesStrategies

Stability and continuityMCFD placementSchool exclusions and suspensions

Planning and monitoringCaregiver involvement School connectedness and attachmentSchool effects: leadership and teachingThe early years

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What Can We Do?What Can We Do?

Research has shown repeatedly that parental involvement at home is by far the most important influence

2.1

1.6 1.5

1.0

0.5

0

0.5

1

1.5

2

Expectation ofattainment

Participation Other Communication Supervision

Relative Influence on Educational Attainment of 'At Home' Elements of Parental Involvement

Adapted from Fan and Chen, Parental involvement and students’ academic Achievement: A Meta Analysis. Ed. Psych. Rev, Vol13, No1

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What Can We Do?What Can We Do?

Parental expectations emerge time and again as the most important

Far more important than parental social class or level of education

Parental interest in their child’s education has up to four times more influence on attainment by age 16 than socio-economic background.

Parental expectations can add 1.3 years on student progression.

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What Can We Do?What Can We Do?

Parental expectations and interest tend to be higher with: Higher socio-economic status Level of mother’s education The child’s attainment

Research shows that generally, children from deprived backgrounds that performed well at age 2 are by six or seven overtaken by less able but non-deprived children.

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High Expectations: What it MeansHigh Expectations: What it Means

Conveying frequently and consistently to the child/youth Reinforced by recognising successes Cultivating self esteem and efficacy, aspirations

Also includes: Ensuring regular attendance Homework and study support Monitoring attainment, including

discussions with educators and social workers

High expectations of appropriate behaviour

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It’s Never Too Early…It’s Never Too Early…

1. To convey high expectations of attainment to fullest potential;

2. To sow the seeds of future higher-education possibilities in the minds of young children. Building confidence, motivation and self-

esteem = higher aspirations and self efficacy

And it’s never too late – secure attachments can be formed by young people even when placed at a relatively late age

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Partnerships and Strong NetworksPartnerships and Strong Networks

BC Foster Parents Federation Biological Parents Federation of BC Youth in Care Network Boards of Education Principles and Vice Principles Associations Teachers Ministries of Education, Advanced Ed, Health

Services & Healthy Living and Sport Health authorities Health Officers Council Aboriginal Leadership Other jurisdictions

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Your ThoughtsYour Thoughts

Educational Attainment

How can we support Children and Youth in Care to achieve their potential?

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Ministry of Children and Family

Development