SAIL Databank News. Published 18/03/2025
Dr. Emily Lowthian, Lecturer in Education at Swansea University, shares insights from her collaborative research project: Educational pathways and outcomes for care-experienced children.
The project was a collaborative effort between Swansea University, Cardiff University, University of Bristol, SAIL Databank, Health and Care Research Wales, and CASCADE VOICES, and explored the educational journeys of care-experienced children using anonymised data from the SAIL Databank to better understand the challenges and opportunities they face.
Project Aims and Objectives
The project aimed to examine how care experiences impact educational outcomes, particularly identifying risk and protective factors that influence attainment. Specifically, the study sought to:
- Analyse how children’s age at entry into care, duration of care, and type of placement affect their academic performance.
- Investigate the links between care experiences and key educational milestones, such as Key Stage 1 (KS1), Key Stage 2 (KS2), and GCSE attainment.
- Identify factors, such as school moves, exclusions, and special educational needs, that contribute to lower educational achievement.
- Provide evidence to inform policy and educational interventions to better support care-experienced children.
Methodology
The research utilised anonymised, population-scale data from the Secure Anonymised Information Linkage (SAIL) Databank, a trusted research environment. A cohort was created by identifying all children born in Wales between 2000 and 2003, tracking their educational progress up to the end of secondary school. By linking social care and education records, the study examined patterns of care placement, school performance, and related factors such as health, socioeconomic background, and school exclusions.
Key Findings
- Early adoption was associated with the highest academic attainment, although still lower than the general population.
- Children reunited with birth parents early performed better than expected, suggesting that stable reunifications can support educational success.
- Late-entry care-experienced children and those with multiple placements faced the greatest educational disadvantages, with higher risks of school moves, exclusions, and poor attainment.
- School mobility, special educational needs, and socioeconomic disadvantage were significant risk factors affecting educational achievement.
Implications for Policy and Practice
The findings highlight the need for tailored interventions to support care-experienced children, particularly those who return home early but remain vulnerable to instability and deprivation. Schools and policymakers should recognise the complex nature of care experiences and provide sustained support to improve educational outcomes.
Find Out More
For a more detailed overview, watch the project summary video by Dr. Emily Lowthian
To explore the full research findings, read the End of Project Report here:
Read the report in Welsh: