Care-experienced youth and positive development: an exploratory study into the value and use of leisure-time activities

ABSTRACT

Numerous youth development outcomes are thought to ensue from participation in ‘positive’ activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; and (2) explore how care-experienced youth think leisure-time activities contributed to their positive development. A questionnaire, designed to capture a quantitative appreciation of care-experienced youths’ leisure-time activities and a qualitative understanding of their experiences, was distributed in the North of England. Descriptive statistics were generated from the quantitative data of 86 questionnaires, while a concurrent inductive and deductive content analysis was applied to the qualitative responses. Sport/physical activities were the most frequently engaged in activities, during leisure-time, with sedentary, self-directed activities also reported. Care-experienced youth identified that engagement in sport/physical activities developed confidence, competence, character and connections, while arts-based activities provided an opportunity to be creative and engage in self-management. Positive peer and adult relationships were viewed as central to securing positive outcomes, but care-experienced youth felt they faced notable challenges in this respect. Finally, implications for practice are considered.

KEYWORDS:

• Care-experienced youth
• leisure time
• physical activities
• positive youth development
• socio-ecological model

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Local authority is a term for administrative bodies in local government in the UK.

2. Designated teachers are responsible for ensuring school staff understand what can affect how care-experienced young people learn and how the whole school supports the educational achievement of these pupils (DfE, 2018).

3. Kinship care refers to the care of children by relatives or in some instances, close family friends.

4. Independent visitors are volunteers, not connected to the local authority, who act as a mentor and support those young people in care.