Abstract
Numerous studies have documented that youth in foster care are at a significant disadvantage in terms of high school completion. Nevertheless, few Canadian studies have explored issues from the perspective of youth in care themselves. To address this knowledge gap, this study involved a comprehensive literature review, an environmental scan, and interviews with 20 former youth in care focusing on what helps and hinders youth in care to graduate from high school. As means to highlight the voices of youth in care, this article focuses on findings from the study's interviews with former youth in care. Findings offered strong evidence regarding the value of school as a normative experience providing normalcy and predictability. Findings also highlighted the importance of a relationship-based approach, including someone who tracks and supports attendance; stability in schools, placements and community; wrap-around model; and extracurricular programs.
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