Factors affecting the educational outcomes of youth in foster care: a collective case study design.

Abstract

Foster care is an vital compenent in South Africa’s child protection system and remains the preferred option for children unable to reside with their biological parents. This study sought to gain a comprehensive understanding of the factors influencing successful educational outcomes for foster youth by listening to the voices of those who progressed to tertiary education, those who dropped out of school, as well as their foster parents and social workers. Using a qualitative approach, the study utilised a comparative collective case study design, allowing for the selection of multiple cases to capture diverse perspectives. Data were gathered through semi-structured interviews with foster youth and foster parents, as well as semi-structured interviews and focus groups with social workers. This was further complemented by an in-depth analysis of case files. A total of 15 foster youth who advanced to tertiary education, 15 who dropped out of school, 15 foster parents, and 16 social workers participated in the study. Thematic analysis served as the foundation for data analysis, guided by the capability approach and critical theory as theoretical frameworks to provide deeper insights into the educational experiences of foster youth. The study provided unique insights into the experiences of foster youth that progressed to tertiary education and found that social support played a vital role in fostering positive educational outcomes for youth in care. Foster parents, educators, peers, and friends all played an important role in encouraging and assisting foster youth in their academic journeys. Additionally, many foster youth who progressed to tertiary education demonstrated remarkable resilience, overcoming adversity and remaining highly motivated to build a better future for themselves. Despite government efforts to improve educational access for disadvantaged communities, particularly through the quintile system, the study found that the education system continues to fail the majority of the population. This points to the need for a comprehensive review and restructuring of the quintile system to ensure equitable access to quality education. The study also revealed that while social workers have a pivotal role in supporting foster youth, they are often overwhelmed by administrative and bureaucratic demands, leading them to neglect the core ethical principles of their profession. This reduces their capacity to provide meaningful support to foster youth and their families. Based on these findings, recommendations are made to address systemic inequalities and poverty, re-evaluate the quintile system, and strengthen the partnership between Designated Child Protection Organisations and the Department of Social Development. At the practice level, improvements in services for foster youth and their families are recommended, and further research is proposed to explore effective strategies for enhancing educational outcomes for foster youth.