Children adopted from care: teacher constructions of need and support
Nine primary-school teacher interviews and questionnaires from 84 teachers explored adopted children’s access to education and support. Teachers described difficulties of varying severity, some support within schools, limited external-agency involvement and limited training. Their views of support needs and their own responsibilities differed.
Limitations: Teachers supplied the evidence; these are not children’s own accounts or independently assessed outcomes. Small interview sample and voluntary questionnaire participation limit generalisation. The university repository identifies Welsh Government funding.
- Research type
- Doctoral thesis / mixed-methods research
- Source reviewed
- Abstract
- Peer reviewed
- No
- Age group
- Children
Study context and review
Age group as recorded: children
Adoption context: Adoption from care / permanent family placement
Programme: Stewart adoption and teacher-support study
Institutional context: Government / government-commissioned research
The university repository identifies Welsh Government funding.
Relationship identified. Bibliographic relationships are not a bias or safety rating.
Topics: education, post-adoption support
Review scope: Source checked: Abstract. This does not imply full-text or independent human verification.
Country as recorded: England and Wales
- Funding
- Not yet checked for this entry
- Commissioner
- Not yet checked for this entry
- Funder role
- Not yet checked for this entry
- Declared conflicts
- Not yet checked for this entry
- Recruitment
- Not yet checked for this entry
- Adoptee involvement
- Not yet checked for this entry
Entry: study_b670f8d03ecb9a92