Branka Sladović Franz

The relevance and experience of education from the perspective of Croatian youth in-care

Education can contribute to the well-being of children and youth in out-of-home care by increasing resilience, acting as a secure base and enhancing life chances and pathways. This paper presents results of a qualitative study which aimed to examine the educational opportunities of youth in public care in Croatia from the users perspective. A brief review of Croatian experience regarding in-care youth is presented and discussed. Six focus groups were conducted with 31 youth from childrens homes and foster families. Participants perceive education as important for all children and youth because it can enable better life conditions and improve employment possibilities but they consider it to be even more important for in-care children due to their lack of a stable family base, financial insecurity and pressure to be independent. Educational experiences reveal different educational choices, circumstances that promote and those that impede education, as well as a differentiated approach to in-care children. The young people pointed to several factors that facilitate positive educational outcome: personal strengths and self-efficacy, financial support and a good relationship with professionals.

Students’, caretakers’ and decision-makers’ perception of support in higher education for students with in-care experience

ABSTRACT Students with in-care experiences overcome different life challenges, risks factors and use their strengths to get into higher education. During the study period they face different difficulties, so the state as ‘institutional’ parent should provide support. This paper presents results of a qualitative study that aimed to explore support system to students with in-care experience in Croatia from three perspectives: care leavers with studying experiences, caretakers and professionals who are involved in decision-making and implementing activities on national and local levels. Focus groups and interviews were conducted with 23 students, 5 professionals and 11 caretakers in 5 Croatian cities. Three basic themes from all three perspectives are presented: currently available support, difficulties in the support system and guidelines for supporting in-care students. All groups of participants are informed about support that is currently available for students with in-care experiences and describe financial and accommodation support. Perceptions of difficulties in delivering support differ between professionals and students and caretakers. Students also explain reasons for seeking support. Resolving existential issues is the first step in support system building according to students’ and caretakers’ perceptions. Participants suggest different incentive activities, so finally recommendations for forming and delivering support system for in-care students are presented.