Children living in residential care from teachers’ voices

Abstract

Teachers have the potential to be key figures in the educational progress of children in care. This study is based on semi-structured interviews with 16 primary school teachers of children in residential care. It explores the teachers’ understandings of their pupils in residential care as well as the main issues they recalled from their experiences working with said population. It also enquires into the possible requirements suggested by teachers in order to improve their educational intervention. Results suggest that teachers had more knowledge and control over the academic aspect than over emotional and behavioural issues of children in residential care. They found difficulties to address emotional and behavioural needs of these children. This fact is related to a lack of structural support and constitutes a significant barrier to the education of children residential in care.