Positive reading achievement outcomes in children who experience out-of-home care: characteristics and predictors
Date
2024
Authors
Maclean, M.J.
Lima, F.
O'Donnell, M.
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Journal article
Citation
Child Abuse and Neglect, 2024; 149(106282):1-15
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Abstract
Background: Children who enter out-of-home care (‘care’) are at increased risk for low academic achievement. Nonetheless, some children who have experienced out-of-home care achieve highly. Several qualitative studies of academically successful young adults with care histories have highlighted factors that may contribute to positive outcomes; however longitudinal cohort research is needed to identify characteristics and predictors of higher achieving younger children who experienced care.
Objective: To describe characteristics and circumstances of children with higher reading achievement who had entered care, and predictors of higher achievement.
Participants and setting: The study included 778 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia.
Methods: Prospective cohort data from interviews and linked administrative child protection and education data were used to identify factors associated with higher Year 3 reading achievement among Aboriginal and non-Aboriginal children that may assist in improving outcomes.
Results: Although a lower proportion than the general population, almost half (46 %) of children who entered care were in the higher achievement group. Higher achieving students were a diverse group and faced many adversities commonly found among children who experienced care generally. Multivariable logistic regression showed higher achievement in the cohort was significantly associated with: average or above cognitive ability, low externalizing behaviour, highly-educated carers, and non-Aboriginal students. Several supports and services were associated with higher achievement, but inconsistently across analyses.
Conclusions: Results indicate potential interventions could target cognitive ability, wellbeing and environmental factors, and involve interventions directly with children and via carers to improve student outcomes.
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Data source: Supplementary data, https://doi.org/10.1016/j.chiabu.2023.106282
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Copyright 2023 Elsevier Ltd. All rights reserved.
Access Condition Notes: Accepted manuscript available after 1 July 2026