The educational and work progress of care experienced adults: The potential contribution of birth family adults over time

Robbie Gilligan, Eavan Brady and Laura Arnau-Sabatés

Children and Youth Services Review, 2025, vol. 172, issue C

Abstract: Education and work progress are central to long-term wellbeing across multiple domains; this is particularly so for young people who spent time in out-of-home care as children and may have experienced, and continue to experience, associated challenges on their journey in adulthood. Formative support in these areas is therefore particularly important for the progress of care experienced adults. While existing literature tends to emphasise professional or ‘formal’ support in relation to leaving care and the areas of education and work more specifically, there has been less attention to the potential contribution of birth family members in these domains. We suggest that this represents an important gap. In this conceptual paper, we draw on data gathered from two qualitative studies (n = 40) exploring education and work pathways of care-experienced adults (aged 23–36) in Ireland and Catalonia. Using case examples from these studies, we explore the potential contribution of adult birth family members (grandparents, parents, aunties, etc.) in the education and work progress of adult care leavers over time. In our conclusion, we will argue for greater research, policy and practice attention to the potential contributions of birth family members in supporting the work and education progress of care leavers. We will also emphasise that we are not claiming that such positive influence by birth family members is present in every case, but that its presence may be more meaningful among care leavers than is currently recognised.

Keywords: Birth family; Informal support; Care-experienced adults; Work and education pathways; Life course (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:172:y:2025:i:c:s0190740925001604

DOI: 10.1016/j.childyouth.2025.108277

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