Children in residential care are some of the most vulnerable members of our
society. Removed from their families and placed in the care of the state, these
children deserve the best care and education experience that we can provide
for them.

For all children, education should be a rich tapestry of learning, building
relationships and experiencing new opportunities. However, research literature
indicates that our care experienced children do not achieve as well as their
peers in education. Government statistics demonstrate that these children
often do not meet their potential in measurable outcomes favoured by the
government. This can result in poorer outcomes in later life. The move from
family to residential care should be a protective factor for children that allows
them to grow up in a place of safety, a place of care. In turn, a more stable
home life should result in increased success in school. This is not always the
case.

This study used the qualitative method of Interpretative Phenomenological
Analysis (IPA) to analyse data from interviews with ten care experienced young
people. These children shared the experience of living in residential care
during their school years. The voice of the child is central to this study and its
findings complement the existing body of literature that has care experienced
children at its heart.