Understanding and Supporting the Psychoeducational Needs of Children in Care: Educators' Perspectives

For many children in care, school may be one of the most constant and protective factors in their lives. Schools have the opportunity to provide a safe and predictable environment where they can obtain educational qualifications, receive praise and encouragement, develop skills and self-confidence, and develop relationships. This doctoral thesis aimed to address the limited research to date on the educators’ experiences of supporting the psychoeducational needs of children in care. Drawing on ecological systems theory, this thesis consists of two studies. The first paper, a systematic literature review, provides an overview of the existing research of teacher’s experiences working with children in care. The second paper, a qualitative empirical study, explores nine post-primary mainstream school educators’ perspectives of working and supporting the psychological and learning needs of children in care, as well as their views on the risk and protective factors of these needs and their perspectives of consulting with inter-agencies. Inductive reflexive thematic analysis highlighted two main themes including the realities of supporting children in care in schools and the limitations of the educator’s role. Implications and recommendations for future research and practice are discussed.