Abstract
Students with administrative care measures have historically faced difficulties in achieving school goals. The Covid-19 pandemic forced the declaration of a lockdown, which accelerated changes in the schools’ pedagogical actions. This investigation analyses the strategies used by the educational system to promote the academic inclusion of students who have an open protection file in the child welfare system within the context of Covid-19. Two different phases are compared: Phase 1) from the March lockdown to the end of the 2019/20 school year; Phase 2) The first six weeks of the beginning of the 2020/21 school year. Longitudinal follow-ups were carried out with adolescents in care with a sample of N = 10 (Phase 1) and N = 11 (Phase 2). Based on the grounded theory, information is supplemented by case studies through interviews with educational professionals, N = 14 (Phase 1) and N = 11 (Phase 2). The results indicate deficits of schools’ adaptability to the situation of the students suffering social exclusion and difficulties in monitoring when students do not attend school in person and do school activities at home. It is concluded that the design of the educational policy applied in the context of the pandemic does not take the social factor into account.
Highlights
Due to their social vulnerability, adolescents with administrative care measures present specific difficulties that facilitate their school exclusion
The school does not possess mechanisms of action in the social factor. This deficit made it more likely for students to suffer school exclusion during the lockdown in March, with the same situation continuing in the first few weeks of the start of the new school year
The lack of adaptability of the educational system to the diversity of social situations leads to an increase in educational inequalities
Summary
Due to their social vulnerability, adolescents with administrative care measures present specific difficulties that facilitate their school exclusion. These are minors for whom the public administration has to take protective measures to guarantee their right to grow up in an appropriate environment in which their personal needs are met. Their biological families do not provide the support and care that young people need. Adolescents in care achieve a lower level of education than their contemporaries (Casas & Montserrat, 2009; Miguelena et al, 2018), presenting as greater school exclusion (Martín et al, 2008)
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