Adversity, resilience and the educational progress of young people in public care

Abstract

While serious adversity is often associated with educational under‐performance or failure, this is not necessarily always the case. There is evidence that in certain circumstances vulnerable people may display resilience thanks to academic or social achievement in the domain of education. Young people in care have typically endured significant adversity in their lives, leading to the decision to admit them to care, and perhaps also during their time in care. This cumulative adversity may affect their educational attainment. Yet at least some young people in care make good educational progress. Doing well in care seems linked to doing well in education. It is argued that those concerned with the progress of young people in care need to recognize the importance of their education, and what may support or impede their educational progress.