New ESRI research finds care-experienced young people face “double transition” leaving care and school

New research by the Economic and Social Research Institute (ESRI) and Empowering People in Care (EPIC) highlights the importance of the combined effects of school experiences and care experiences on the post-school lives of young people leaving care.

At the end of February 2025, there were 5,801 children (0–17 years) in care in Ireland. Although being in the care of the state is common among these children and young people, they are not a homogenous group, and their personal experiences and circumstances vary. 

This exploratory study draws on focus group interviews with a small group of care-experienced young people – those who had enrolled in third level education and those whose third level education was interrupted - as well as a consultation event with key stakeholders. 

 Key Findings

• For young people in care, attitude to school is often influenced by changes in care placements and school changes, learning difficulties, insufficient support with schoolwork, not feeling as smart as other students, and mental health issues.
• Multiple care placements and school changes are likely to make their school engagement more challenging. Care placement changes may result in students missing school and finding it hard to catch up afterwards.
• Making friends was harder for young people who had experienced several school changes.
• Social workers were a source of consistent support for some care-experienced young people. However, in other cases, such support was found to be wanting, especially when there had been a change in a social worker or when the interaction between the young person and the social worker was limited.
• Although some of the young people appreciated the support from their aftercare workers (main support workers put in place to meet the needs of a young person who is leaving care services at age 18 years) as they prepared to leave care, several of them were critical of the level of support they received.
• Preparation for the ‘double transition’ of leaving care and leaving school was a challenging time for many of the care-experienced young people interviewed as they often lack the traditional supportive family structure.
• Several young people in this study had been undecided about what to do after finishing school. Despite having access to a guidance counsellor, for many, guidance about their post-school options was seen as insufficient or their chosen option was not supported by guidance counsellors and social workers.
• Young care-experienced people who had a more stable care placement, with fewer school changes and high expectations from their foster parents and social workers, perceived entry into third-level education after finishing school as something that ‘you do’.
• Eligibility for an aftercare allowance for young people leaving care at 18 years of age is dependent on being on an accredited education course, third level course or training programme.  Some young care-experienced people who did not wish to pursue third-level education or did not want to do it straight after finishing school felt pressurised to do so to receive the allowance. Similar to other young people, care-leavers faced multiple challenges related to enrolling in third-level education, including getting used to the new educational setting, finding accommodation, and managing their finances. The situation is likely to be more acute for care-experienced young people who lack the support of their families.

Directions for policy development 

School

Schools, teachers and social workers should  prioritise the needs of care-experienced children and young people to support their school engagement and ensure they have the best possible opportunity to continue their education after finishing school. Teachers and other staff members should be sufficiently informed about the challenges associated with being in care so they can adequately support care-experienced students.

Inter-agency work

Consistent and good quality care from foster families, social workers and aftercare workers helps care-experienced young people to do well at school and beyond. 

Transition from school to post-school education and training

Despite the aftercare support that is available for those who qualify for it, some young people may still struggle in post-school education. Third-level institutions can assist the care-experienced young people by linking the young people with available supports and provide targeted support where needed such as full-year accommodation for care-leavers who do not have a family home to return to during holiday periods. 

Dr Merike Darmody, the report author, said: “Care leavers are not a homogenous group, and support structures need to be sufficiently flexible in meeting the varied needs of these young people. Consistent and good quality support should be available as a young person enters the education system and be available for the duration of his/her educational journey.”

Wayne Stanely, CEO of EPIC, said: “The voices of the young people who participated in this research offer invaluable insights on how care-experienced youth in Ireland navigate life, education, and their transition from care to young adulthood. 

EPIC commissioned this report as part of our efforts to support the education system in Ireland to be more responsive to the needs of care-experienced children and young people. The report highlights the significant “double transition” from school to post school education while simultaneously managing the transition from care to independent living and young adulthood.. We hope it will contribute to the work  of providing practical supports for children and young people as they navigate through the care and education systems.”