Browsing by Author "Törnblom, Milla"

The aim of this study is to examine factors of school engagement among students who are in foster care and have applied for secondary education. Education is seen as bringing people both cultural, social and economic capital. It is hoped that these elements are acting as anti-exclusion elements in a young student’s life. School engagement is an ongoing process that includes a functional, emotional and cognitive dimension. According to several studies, adolescents in care, are significantly less attached to school than the rest of the age group. Adolescents in foster care do not continue their secondary education as often as their peers. School engagement is influenced by the previous school experiences of adolescents in foster care, the support by the family, students’ cognitive ability and the place of foster placement. The study was conducted as a semi-structured individual interview with five 16–17- year-old students who are in foster care. The interview material was analyzed by theory-based content analysis.The factors of school engagement of adolescents in foster care were found in all school engagement areas. The adolescents who continued their studies had no absences from primary school, had friendships at school, and received support from the counselors of the child welfare institution. Friends, clear plans for the future and a desire to end foster care were motivational reasons why they go to school. Applications for upper secondary studies were made with the assistance of instructors or teachers from the Child Welfare Department. Early school leaving is a challenge for both individual and society. The aim is to impact it by raising the compulsory school age. The research results highlighted the importance of study interest in engagement to studies. Now and in the future, even better study guidance is needed to find the right and interesting line of education for young people after primary school. From a school context, supporting the placement of young people in care should take into account the young person's whole social environment. Teachers should face every vulnerable young person as every meeting would be a form of support for the young person.