Achievements of children from children's homes in secondary and tertiary Education – Comparing the view of clients and their educators

In this article, the issue of school success of clients from children's homes from the perspective of Czech and foreign studies and from the perspective of clients and carers in children's homes is studied. The work includes results of a qualitative survey, which was carried out using the technique of semi-structured in-depth interviews, analysed using grounded theory. The aim of the research was to examine which factors have the greatest impact on clients’ success in the educational process within the frame of secondary and tertiary education, and how this success is explained by the educators; to compare, in what statements and explanations the clients and educators meet. Results show that from the perspective of both sides, the length of educational influence in children's homes is generally considered to be a positive factor, while the influence of the biological family members and the client's contact with them is considered to be a negative factor. Children's home clients attach much greater positive importance to an amicable relationship with their carer, as well as to his empathy. A great emphasis is placed on a mutual trust and to space for the client's independent decision-making. Carers, on the other side, attribute greater positive impact to their systematic pedagogical work – especially the emphasis of consistency in fulfilling school duties or cooperation with the class teacher. Carers often underestimate the importance of freedom and a friendly personal relationship as educational instruments. They also do not pay enough attention to the client's motivation and purposeful reflection