‘It’s Just how I am… it’s just the way I am’ The educational experience of young people looked after living in residential care An Interpretive Phenomenological Analysis

This study set out to explore the educational experiences of young people looked after living in residential care. Current research in this area identified that the data concerning the educational placements and outcomes for young people looked after had improved. However, there is a need for further research to explore the process of engagement with learning and the impact of relationship based learning on young people looked after living in residential homes (Brodie, 2009). The present study used a qualitative methodology, encapsulating a case study method to hone in on the experiences of five young people living in a residential children’s home. The young people were interviewed using a semi-structured interview method and their responses analysed utilising an interpretive phenomenological method. The findings illustrated five superordinate themes. The first being that the young people valued their voice to be heard and acted upon; and they also needed a sense of social justice, space and privacy. The young people placed value on relationships in schools through having some sense of connectedness and intimacy which supported them reaching their potential and achieving their aspirations. In light of the findings I have also considered the role of Educational Psychology and how best to support young people looked after achieve better outcomes at a systems and an individual level. Throughout the research I was interested in the experiences of individuals that are on the periphery of mainstream systems and experiences of social injustice that exist for young people at the margins. My post submission reflections made me come to the realisation that despite my best efforts I have not always been able to represent the true voice of the young people within this research.