Abstract
Arabella Weyts explores the relationship between welfare tradition and ideology, placement type and educational outcomes by comparing the educational experiences and attainments of older, long-stay looked after children in four countries with contrasting welfare systems. The nature and severity of children's needs were charted to enable like-with-like comparisons. It was found that welfare systems influenced children's placement patterns and use, as well as the services offered. The effects on children's education, however, were less clear cut, although those whose educational needs were met did better in other areas of their life. The implications for childcare policy, international comparisons and the harmonisation of children's services are discussed.
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