The role of mentoring in the schooling of children in residential care

ABSTRACT

Children in care, especially those living in residential centres, are much less likely to gain access to postsecondary education than their non-in-care peers. Mentoring programmes seem to have promising results at facing this challenge, although important research gaps still exist. This study explores the role of mentoring within the complex network of institutions and stakeholders involved in the schooling of children in residential care. Qualitative data were collected from a school-focused mentoring programme implemented in five European countries. A total of 853 observation forms completed by 62 mentors were analysed, and 16 focus groups (with 16 mentors, 16 residential centre staff, 13 children and 2 teachers) were conducted. Data were qualitatively coded using thematic analysis. Findings suggest that mentors play a supplemental role towards the academic achievement of children in residential care. Additionally, mentors have emerged as an advantageous figure in the face of the limitations posed by institutional settings. According to the results, providing supportive, caring, trustful and steady relationships, mentoring programmes may create an opportunity for the well-being and resilience of children in residential care as well as promote their social capital.

RESUM

Els joves tutelats, especialment aquells que viuen en acolliment residencial, tenen menys probabilitats d’accedir a estudis post obligatoris que els joves no tutelats. Encara que cal més recerca en aquest àmbit, els projectes de mentoria semblen obtenir resultats prometedors a l’hora de afrontar aquesta situació. Aquest estudi explora el rol del mentor dins la complexa xarxa d’institucions i agents que s’ocupen de l’escolaritat d’aquests joves. Es van recollir dades qualitatives en el marc d’un projecte de mentoria social focalitzada en l’àmbit escolar dut a terme en cinc països europeus. Es van analitzar un total de 853 d’informes escrits per 62 mentors i es van dur a terme 16 grups de discussió (amb 16 mentors, 16 professionals dels centres residencials, 13 nois/es i 2 professors). Les dades van ser transcrites i codificades mitjançant l’anàlisi temàtic. Els resultats suggereixen que els mentors desenvolupen un paper complementari vers la millora de la situació escolar dels joves en acolliment residencial i compensatori davant algunes de les limitacions del context residencial. D’acord amb els resultats d’aquesta recerca, la relació estable, de confiança, de suport i cura que s’estableix entre mentor i mentorat pot oferir una oportunitat pel benestar i la resiliència dels joves en acolliment residencial així com promoure el seu capital social.

KEYWORDS:

• Mentoring
• residential care
• education
• qualitative research

PARAULES CLAU:

• Mentoria
• acolliment residencial
• educació
• recerca qualitativa

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the European Social Fund under Grant FI-2017 EMC/2040/2016, 1 September, DOGC 7202, 9/9/2016. With the participation of Universitat de Girona (Spain), Fundació Plataforma Educativa (Spain), Bundesverband Therapeutischen Gemeinschaften (Austria), S&S gem. Gersellschaft für Soziales mbH (Germany), Parrains Par’Mille (France), and the Association PLAY (Croatia).

Notes on contributors

Marta Garcia-Molsosa

Marta Garcia-Molsosa is a PhD student in Innovation and Educational Intervention and a member of the educational research team (GREUV) in the University of Vic – Central of Catalonia. She worked as a caregiver in a residential centre for eleven years. She is a social educator and pedagogue. She has a degree in Social and Cultural Anthropology and holds a Master in Inclusive Education. Her main area of interest and specialisation is the research on children-in-care education. The last year, she has participated in the European mentoring project Sapere Aude as a member of the coordination team, monitoring its process of implementation and assessing its outcomes.

Jordi Collet-Sabé

Jordi Collet-Sabé, PhD, is an associate professor of sociology of education in the Faculty of Education at the University of Vic – UCC (Spain). He has been Visiting Fellow and Honorary research associate to the University College London – Institute of Education (UK). His main areas of research are related to education policy, inequalities and socialisation processes.

Carme Montserrat

Carme Montserrat, PhD, is tenured professor and deputy dean in the Faculty of Education and Psychology at the University of Girona (Spain) and researcher in the Research Team on Childhood, Children’s rights and their Quality of Life (ERIDIqv). She had previously worked in the welfare system in the city of Barcelona as well as being consultant with the Council of Europe. Her main areas of research are related to children and young people in care, education and well-being. She is a member of the International Association for Outcome-Based Evaluation and Research on Child and Family Services.