Abstract
Abstract This systematic review focuses on the education of children in residential care, the in-care population subgroup at greater risk of school failure and dropout, with the aim of gathering evidence for associations between different variables and their impact on school functioning. It seeks to give an answer to what the factors influencing the educational pathways of school age children in residential care are. We identified 1,663 studies through the searches and 26 were earmarked for inclusion following the PRIMSA guidelines. Over 60 factors involved in the educational pathways of children in residential care were identified concerning children and their families, care and school contexts, and structural-level factors. A discussion on the findings has been provided, the strengths and limitations of the review have been identified, and the implications for policy, practice and research have been discussed.
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