The Narratives of Children Looked After: Promoting Academic Achievement and Supportive Teacher-Student Relationships

D. App. Ed. Psy. Thesis.This thesis explores and generates new research about Children Looked After’s experiences in education. It does this through qualitative evidence synthesis and narrative research. The rationale for this research is to address Children Looked After’s low achievement in education. Whilst this research does not emerge from a transformative paradigm, it does seek to centrally position the experiences of a vulnerable and marginalised group with the hope of promoting change. Chapter One: Qualitative Evidence Synthesis This meta-ethnography explored ‘How do Children Looked After perceive their achievement in education is supported or challenged?’. A model to guide professional practice supporting Children Looked After’s achievement was generated. I suggest Children Looked After’s pre-care experiences, whilst presenting challenge, provide them with a range of strengths and skills. Entry to care or transition provides opportunity. Children Looked After may be supported to achieve by the promotion of a sense of inclusion, security, agency and positive regard. These values are conveyed through relationships. This model and its potential application are discussed in relation to statutory processes and classroom practice. Chapter Two: Bridging Document This clarifies my philosophical position, justifies my decisions and demonstrates my understanding of the theoretical underpinnings of my research. It is written in a narrative style using the metaphor of a flower’s lifecycle. Chapter Three: Empirical Research A narrative research method was used to explore how Children Looked After may experience supportive relationships with teachers within a mainstream secondary school. The data generated, from unstructured interviews with four Children Looked After in England, was analysed both within and cross-cases. Their behaviour, and its impact on teacher-student relationships (TSRs), dominated narratives. My interpretation is supportive TSRs have less conflict. A second narrative suggested supportive TSRs are developed and maintained when teachers takes actions perceived as caring. Approaches to promote supportive TSRs coherent to these narratives, whose implementation may be supported by an Educational Psychologist, have been suggested