What Factors Support/Hinder the Educational Progress of LAC
Research type
Research Study
Full title
What Factors Support or Hinder the Educational Progress of Looked After Children (LAC) at KS4: A Grounded Theory Approach
IRAS ID
161788
Contact name
Loxley Simmonds
Contact email
Sponsor organisation
Tavistock & Portman NHS Foundation Trust
Duration of Study in the UK
1 years, 0 months, 1 days
Research summary
The educational outcomes of Looked After Children (LAC) are viewed as a high priority both within national and local contexts and research has shown that poor academic attainment at Key Stage 4, among other factors, represents a significant barrier to future positive outcomes for the LAC population. As such the aim of this research is to provide a theoretical framework, for the researcher's local authority, in relation to the individual and contextual factors which support or hinder the educational progress of LAC at Key Stage 4.
The research involves completing individual semi-structured interviews (approximately 45 minutes) with Year 10 and 11 LAC students at their school. Distinctively this research project draws upon both the experiences of LAC who are succeeding at Key Stage 4 and LAC who are not.
Interviews will be recorded and transcribed verbatim. The data will be analysed using Grounded Theory (GT) supported by the use of MAXQDA, a computer software package. GT is used in the study as it is a robust methodology which facilitates the development of a theoretical interpretation/explanation about particular phenomena.
As the current research explores the perspectives of Looked-After Children (LAC) aspects of this research can be viewed as emancipatory. That is, it recognises and provides a forum for the ‘voice’ of the young person to be heard and become part of the wider discourse with regard to provisions and support for LAC. In addition, this research can also be aligned with the national initiatives which seek to ‘put the voice of the child in care at the centre both of our reforms and of day-to-day practice’ (Care Matters, Green Paper, 2006, p.4). In addition it is hoped that the insights derived from this research can be useful in helping to inform educational practice, in relation to LAC, in other similar contexts.REC name
Social Care REC
REC reference
14/IEC08/1013
Date of REC Opinion
24 Oct 2014
REC opinion
Further Information Favourable Opinion