Research overview:
Children in out-of-home care
Introduction
March 2015
Research has shown that experiences of childhood abuse and neglect can significantly impact upon all domains of a
child’s or young person’s development including physical, psychological, cognitive, behavioural and social.
For those children and young people involved in the child protection system, such experiences of abuse and/or
neglect and the resulting impacts can lead to less than optimal educational and life outcomes.
To help regions and schools support students in out-of-home care (OOHC), this paper provides an overview of
research findings in relation to: the impacts of abuse and neglect; the resulting affects on educational achievement;
and strategies to enhance academic, social and emotional functioning and participation in school activities.
Impacts of abuse and neglect
The research literature indicates that the possible impacts on children of abuse and/or neglect include:

insecure or disorganised attachment disorders – such disorders can severely affect a child’s ability to
communicate, interact with others and form healthy trusting relationships (Lamont 2010, pp.2-3);

medical conditions including failure to thrive, hearing loss and brain damage (Lamont 2010, p.3)

cognitive impairments including speech and language delays, memory difficulties, distorted or disorganised
thinking patterns and information processing issues (Wise et al 2010, p.10) – research has demonstrated that
complex trauma, such as childhood abuse, can affect the developing brain and may interfere with a child’s
capacity to integrate sensory, emotional and cognitive information. (Perry, 2001; Streeck-Fischer & Van der Kolk,
2000);

mental health issues including post traumatic stress disorder, depression, anxiety disorders, suicidal behaviour
and eating disorders (Lamont 2010, pp.3-4; Mills in Berridge 2012, p.1173; Ferguson & Wolkow 2012, p.1143) – A study
by Hussey, Chang, and Kotch (2006) found that all types of abuse and neglect were associated with eight of ten
major adolescent health risks. Brodksy & Stanley (2008) found that risks of repeated suicide attempts were eight
times greater for youths with a sexual abuse history;

alcohol and substance misuse including illicit drugs and inhalants (Lamont 2010, p.4; Ferguson & Wolkow 2012,
p.1143);

behavioural problems including aggression, disruptive behaviours, inappropriate sexualised behaviour and
hyperactivity (Lamont 2010, p.4; Mills in Berridge 2012, p.1173);

criminal activity in adolescence and adult life (Lamont 2010, p.4; Ferguson & Wolkow 2012, p.1143) – a National
Institute of Justice study by English, Widom, & Brandford (2004) predicted that abused and neglected children
were 11 times more likely to be arrested for criminal behaviour in adolescence; and

social issues including multiple placement changes while in care and social mobility, isolation, homelessness,
poverty and unemployment in adult life (Lamont 2010, p.4-5; Jackson & Cameron 2012, p. 1107; Ferguson & Wolkow
2012, p.1143 & 1145).
However, the nature and extent of these impacts on the individual child or young person will vary depending upon: the
child’s age and developmental level at the time when the abuse occurred; the severity, frequency and duration of the
abuse and/or neglect; the relationship between the child and the person responsible; and the type/s of abuse and/or
neglect experienced. (Lamont 2010, p.1)
Impacts of abuse and trauma on educational achievement
Australian and international research has also shown that such experiences of abuse and/or neglect and the
resulting impacts on the child’s functioning will, in turn, influence the child’s academic performance and
participation in the school environment. Impacts that have been demonstrated in research include:

standardised tests – research has shown that students in OOHC frequently score significantly lower on
standardised tests than their same-age peers (Cheung et al 2012, p.1092; Forsman & Vinnerljung 2012, p. 1084;
Harper & Schmidt 2012, p. 1176-7; Flynn et al 2012, p. 1183; Ferguson & Wolkow 2012, p. 1143-5);

grade level performance –students in OOHC frequently perform below the grade level when compared to
their peers (Cheung et al 2012, p.1092; Harper & Schmidt 2012, p. 1176-7; Ferguson & Wolkow 2012, p. 1144) – Flynn
et al (2012, p. 1183) indicated in their research that studies have consistently shown that, in both primary and
secondary school, many students in OOHC lag one or two years behind their peers in the general population;

repeating a year level – research has shown that students in OOHC were more likely to repeat a year level
(Flynn et al 2012, p. 1184; Wise et al 2010, p.7) – Ferguson & Wolkow (2012 p.1144) found that twice as many
students in care repeated a grade when compared with their peers not in OOHC;

school changes – research indicates that many students in OOHC experience multiple school changes
during the course of their education than students not in OOHC (Jackson & Cameron 2012, p. 1111; Wise et al
2010, p.7; Flynn et al 2012, p. 1184);

learning disabilities and special education – when compared with same-age peers students in OOHC
report higher rates of learning disabilities and may also require more remedial assistance and special
education placements (Cheung et al 2012, p.1092; Harper & Schmidt 2012, p. 1176-7; Flynn et al 2012, p. 1183) –
students in OOHC are five times more likely to receive special education services than their peers. (Ferguson &
Wolkow 2012, p. 1144);

behavioural issues and school abscences – research has shown that students in OOHC exhibit more
behaviour problems in school and experience much higher rates of suspensions, exclusions and school
absences when compared to same-age peers (Cheung et al 2012, p.1092; Harper & Schmidt 2012, p. 1176-7; Flynn
et al 2012, p. 1183; Ferguson & Wolkow 2012, p. 1144-5; Wise et al 2010, p.7);

academic milestones – when compared to same-age peers, research has shown that students in OOHC
often fail to meet appropriate academic milestones (Cheung et al 2012, p.1092; Harper & Schmidt 2012, p. 1176-7);
and

post-secondary education – according to current research, students in OOHC frequently do not complete
high school or undertake post-secondary education (Forsman & Vinnerljung 2012, p. 1084; Johansson & Hojer
2012, p.1136; Harper & Schmidt 2012, p. 1176-7; Flynn et al 2012, p. 1183; Ferguson & Wolkow 2012, p. 1144-5).
Strategies to enhance individual student achievement and participation
Given this evidence, it is clear that students in OOHC can face multiple complex challenges during their lives.
However, as Sir Paul Ennals, Chief Executive United Kingdom National Children’s Bureau, highlighted in 20091
“good schools can be the key to their success. School can provide the stability they need, a safe place in a
turbulent world, an opportunity to excel, and a route map out of their difficulties into a more positive future.”
The research literature also provides guidance about positive strategies that can be implemented to better support
students in OOHC.
1
Quoted in the Department for Children, Schools and Families UK resource Improving the attainment of looked after
children in primary schools, p.4

School buddy/mentor – Trout et al (2012, p.1116) identified in their research that a school mentor could talk
with the students on a weekly basis and then facilitate connections between the students, carers 2, teachers
and school leadership, advocate for the students and monitor indicators of school engagement.
 Identify a key staff member within the school who can act as a buddy/mentor for each student in OOHC.
This person could make regular contact with the student and provide additional support in raising and
addressing their needs. Where a school has a number of students in OOHC, consider whether the same
person may take on this role for multiple students – this could help to identify common needs and to
ensure consistency in planning and provision of support.

High expectations – Research has shown that higher expectations in relation to education and learning are
significantly associated with higher levels of academic achievement for students in OOHC. (Berridge 2012,
p.1174; Cheung et al 2012, p.1094 & 1097-9; Gharabaghi 2012, p. 1133; Jackson & Cameron 2012, p.1113; Johansson &
Hojer 2012, p.1141; Stoddart 2012, p.1157; Ferguson & Wolkow 2012, p. 1146; Wise et al 2010, p.7 & 27)
 Students, teachers, carers and Child Safety Officers (CSOs) should: have high expectations for the
student’s education and learning; set goals and targets that lead to improved achievement and
participation; and acknowledge success when goals are achieved. Goals and targets should be reflected
in the student’s Education Support Plan (ESP) and Senior Education and Training (SET) plan.

Home-based involvement in education and learning – Research has repeatedly shown that parent or carer
home-based involvement in education and learning, such as helping with homework and providing homebased tutoring, and creation of a literacy environment3 in the carer’s home were significantly associated with
academic success for students in OOHC. (Cheung et al 2012, p.1093-4 & 1097-8; Gharabaghi 2012, p. 1130-1 &
1133; Griffiths 2012, p. 1101-2; Harper & Schmidt 2012, p. 1180-1; Forsman & Vinnerljung 2012, p. 1086-8; Flynn et al
2012, p. 1187-9; Trout 2012, p. 1117)
 Try to communicate regularly with carers.
Talk with carers about how they could provide extra
educational support to students in their care. For example, encourage them to: talk with the student about
their progress at school; read at night with the student; help with homework; provide some one-on-one
tutoring, if appropriate; take the student to the library or provide the student with reading material eg
books, newspapers, magazines, comics; or do one extra activity with the student each week which is
provided by the teacher and reinforces some area of the curriculum covered in the classroom that week.

Stable home and school environment – Research indicates that children in a consistent and stable
environment, which allows them to develop relationships, stay in the same school, and manage learning
disability, have a much greater probability of successfully completing secondary school. (Pecora 2012, p.1124-7;
Jackson & Cameron 2012, p. 1111; Johansson & Hojer 2012, p.1139; Stoddart 2012, p.1157; Wise et al 2010, p.27)
 Work in partnership with CSOs and try to minimise disruptions to school attendance for students in
OOHC. For example: let the CSO know about any issues that may impact on the student’s placement or
school status so they can intervene early and minimise disruptions; work with the CSO to find ways to
keep the student in their current school when there is placement instability; and work with the CSO to
respond to behavioural issues before they lead to school disciplinary abscences.

Post-secondary education – Research on participation in post-secondary education (PSE) indicates that if a
child is taught to value PSE, is prepared academically and otherwise for PSE and wishes to attend PSE, there
is a high probability that the child will participate in PSE and the associated costs won’t stand in the way –
bring a ‘culture’ of PSE into their lives so that it becomes a real, viable opportunity for them. (Finnie 2012, p.
1162-3; Pecora 2012, p.1128)
2
Carers may include Child Safety approved foster or kinship carers or care staff from licensed residential care or therapeutic
residential care services.
3
Creating a literacy environment is defined as a situation when a parent or carer provides the student with access to books and visits to the
library. (Cheung et al 2012, p.1093)
 Involve the student and their carer and CSO in the development of their Secondary Education and
Training (SET) Plan and talk about how the student’s Child Safety Transition from Care planning4 may
contribute to the student achieving their goals. To further encourage students in OOHC who have the
ability and desire to undertake PSE, consider: undertaking visits to university or TAFE campuses;
providing information about different pathways into PSE; providing carers with information about PSE
options so that discussions with students can continue at home; developing mentoring or peer support
programs; and providing assistance with application and enrolment processes.

Targeted timely support – Research has shown that students in OOHC are more likely to show higher levels
of academic achievement when they have: better impulse inhibition and emotional regulation, reduced
externalising behaviours and higher levels of academic engagement. (Cheung et al 2012, p.1092)
 Where there are early indicators that a student in OOHC may have behaviour issues or difficulties coping
in the classroom or school setting, work with the carer and the CSO to link the student in with support
services that will help them address these issues and develop positive coping strategies. This may
include accessing DETE resources, such as the Ed-LinQ mental health initiative or regional behaviour
support personnel, or external resources such as the Evolve Interagency Services or other government or
non-government counselling or therapeutic services.

Co-ordination and communication – Research indicates that educational outcomes for students in OOHC
can be negatively impacted by a lack of co-ordination, co-operation and communication between the key
professionals and agencies involved with the student. (Ferguson & Wolkow 2012, p. 1146)
 Look for opportunities to communicate with the carer and CSO and to co-ordinate planning and service
delivery. School or regional staff may be invited to participate in Child Safety planning for a student in
OOHC including, but not limited to: case planning and Family Group meetings; Evolve Interagency
Services meetings; Suspected Child Abuse and Neglect (SCAN) team meetings; and Residential Care
Service care planning meetings.
4
The Transition from Care planning process is undertaken by the CSO as part of the case planning process with the child
from the year when he or she is turning 15 years of age. Refer to the Qld Government webpage at Leaving Care
for further information.
Reference list
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