Positive reading achievement outcomes in children who experience out-of-home care: Characteristics and predictors

Abstract

BackgroundChildren who enter out-of-home care (‘care’) are at increased risk for low academic achievement. Nonetheless, some children who have experienced out-of-home care achieve highly. Several qualitative studies of academically successful young adults with care histories have highlighted factors that may contribute to positive outcomes; however longitudinal cohort research is needed to identify characteristics and predictors of higher achieving younger children who experienced care. ObjectiveTo describe characteristics and circumstances of children with higher reading achievement who had entered care, and predictors of higher achievement. Participants and settingThe study included 778 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia. MethodsProspective cohort data from interviews and linked administrative child protection and education data were used to identify factors associated with higher Year 3 reading achievement among Aboriginal and non-Aboriginal children that may assist in improving outcomes. ResultsAlthough a lower proportion than the general population, almost half (46 %) of children who entered care were in the higher achievement group. Higher achieving students were a diverse group and faced many adversities commonly found among children who experienced care generally. Multivariable logistic regression showed higher achievement in the cohort was significantly associated with: average or above cognitive ability, low externalizing behaviour, highly-educated carers, and non-Aboriginal students. Several supports and services were associated with higher achievement, but inconsistently across analyses. ConclusionsResults indicate potential interventions could target cognitive ability, wellbeing and environmental factors, and involve interventions directly with children and via carers to improve student outcomes.