Promotive and risk factors as concurrent predictors of educational outcomes in supported transitional living: Extended care and maintenance in Ontario, Canada

Robert J. Flynn and Nicholas G. Tessier

Children and Youth Services Review, 2011, vol. 33, issue 12, 2498-2503

Abstract: We tested selected promotive and risk factors as concurrent predictors of educational attainment, educational aspirations, and participation in education, training, or employment among young people enrolled in extended care and maintenance (ECM) in Ontario, Canada. ECM is a legislatively established transitional living program that provides financial, instrumental, and emotional support to former youths in care in the province who have had their individualized plans for education, training, or work accepted by their local Children's Aid Societies. The 406 participants in the research were 18–20years of age and included 230 females (56.7%) and 176 males (43.3%). The data were collected by the youths' child welfare workers in interviews conducted by means of the second Canadian adaptation of the Assessment and Action Record from Looking After Children (AAR-C2-2006; Flynn, Vincent, & Legault, 2009). Cross-sectional hierarchical regression and sequential logistic regression analyses showed that the youth's total number of developmental assets was the most consistent promotive factor, predicting more favorable levels of all three educational outcomes. Cognitive impairments and soft-drug use were the most consistent risk factors, each predicting lower levels of two of the three outcomes. The practice and policy implications of the findings, as well as the limitations of the research, were discussed.

Keywords: Educational outcomes of former youths in care; Supported transitional living; Extended care and maintenance (ECM); Promotive and risk factors (search for similar items in EconPapers)
Date: 2011
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Citations: View citations in EconPapers (6)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:33:y:2011:i:12:p:2498-2503

DOI: 10.1016/j.childyouth.2011.08.014

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