‘Closing the gap’: how is the use of non-mainstream schools related to the educational outcomes of children in public care?

Journal article

In high-income countries, children ‘in care’ have, on average, much lower educational attainment than their peers. We explore the hypothesis that this gap can be lessened by reducing the use of non-mainstream schools (NMS). We analysed a national longitudinal data-set comprising state-educated children eligible for national examinations in 2013 at the age of sixteen years (n = 642,805), including a sub-sample of 4,847 children looked after continuously in state care for at least a year on 31 March 2013 (CLA12). Nearly four out of ten CLA12 were in NMS at the age of sixteen years: this proportion varied widely between authorities. The academic attainment of those in NMS was very low and lower on average in authorities making high use of NMS. These differences were not explained by differences in child characteristics. We argue that care removes children from stress at home and offers them an opportunity to realise their academic potential. However, concentrating children with very low attainments, behavioural problems or highly specialised needs in long-term settings makes it difficult to realise this potential. Real needs for individualised teaching in a supportive setting should be flexibly met in mainstream schools, special units within these schools or, at the most, short-term placements in NMS.

Authors: Sinclair, I; Luke, N

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Oxford University Press
• Journal: British Journal of Social Work
• Volume: 54
• Issue: 6
• Pages: 2486-2505
• Publication date: 2024-05-11
• Acceptance date: 2025-03-08
• DOI: 10.1093/bjsw/bcae062
• EISSN: 1468-263X
• ISSN: 0045-3102
• Language: English
• Keywords: inclusion; academic attainment; children in care; non-mainstream schools; special educational needs