Report
27 January 2021
Summary
The aim of this evidence review was to understand the existing evidence around widening participation activities targeted at learners with experience of children’s social care, and how best to support their progression to, transition through, and success in, higher education.
The research involved a literature review and interviews with staff and experts across the non-profit, post-secondary education, and education policy sectors.
The literature review found that few studies have robustly evaluated the efficacy of activities targeted at individuals with experience of children’s social care in the UK. From the 57 studies under review, about half focused on the evaluation of actual support activities while the other half explored potential barriers and facilitators affecting the target group’s trajectory into post-secondary education.
However, small sample sizes and gaps in data coverage hinder the development of robust causal studies.
The lack of consistent definitions and data linkage between local authorities, schools and higher education providers currently prevents researchers and practitioners from evaluating and understanding the longitudinal impact of interventions to address the needs of the target group.
The overarching theme across the empirical and narrative studies was the intersectional and complex needs of this group of learners and the nuanced, context-specific approaches that are therefore required to support them.
Themes from subsequent stakeholder interviews were consistent with the issues highlighted by the literature review, particularly on the availability and validity of data. Interviewees reiterated problems around accurately defining groups of learners that do not meet the narrow requirements of being classified as a care leaver and the subsequent problems of other children’s social care-experienced learners remaining unidentified and unsupported.