The path towards the educational success of adopted pupils and pupils in foster care: the role of the educating community

Journal title WELFARE E ERGONOMIA
Author/s Monya Ferritti, Anna Guerrieri, Luca Mattei
Publishing Year 2020 Issue 2020/1 Language Italian
Pages 12 P. 17-28 File size 332 KB
DOI 10.3280/WE2020-001003
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The critical issues in achieving school success of children and adolescents in adoption, in het-ero-family custody and in protective structures, are phenomena attested in international literature in different countries. In Italy (the only country in Europe), thanks to family associations, the issue was addressed by the «Linee di indirizzo per il diritto allo studio degli alunni adottati» (MIUR, 2014) and the «Linee guida per il diritto allo studio delle alunne e degli alunni fuori della famiglia di origine» (MIUR AGIA, 2017). In this paper, the main difficulties of this segment of children and young people, the effectiveness of the previous tools imple-mented and the practices of the educating community are analyzed.

Keywords: Adoption; foster care; voluntary sector; school education.

  1. Berlin M., Vinnerljung B. and Hjern A. (2011). School performance in primary school and psychosocial problems in young adulthood among care leavers form long term foster care. Children and Youth Service Review, 33(12): 2489-2497.
  2. Coggi C. e Ricchiardi P. (2008). Bambini in affido e in adozione e difficoltà scolastiche. In: Torre E., a cura di, Minori in difficoltà. Strategie di accoglienza in diversi contesti. Bergamo: Junior.
  3. EFA (2015). Le devenir des jeunes ayant grandi dans une famille adoptive: enquête sur les adoptés et leurs frères et sœurs. Synthèse et points saillants de l’étude scientifique. Paris: Enfance & Familles d’Adoption.
  4. Flynn R.J., Ghazal H., Legault L., Vandermeulen G. and Petrick S. (2004). Use of population measures and norms to identify resilient outcomes in young people in care. An exploratory study. Child and Family Social Work, 9: 65-79.
  5. Frechon I. et Dumaret A.C. (2008). Bilan critique de cinquante ans d’etudes sur le devenir adulte des enfants placés. Neuropsychiatrie de l’Enfance et de l’Adolescence, 56(3): 117-172.
  6. Lauretti G. (2020). Esperienze traumatiche e stili di attaccamento: DSA e ADHD. In: Antonelli F. e Valentini P., Salute e adozione. Pisa: Edizioni ETS, pp. 227-259.
  7. Merz E.C. and McCall R.B. (2011). Parent ratings of executive functioning in children adopted from psychosocially depriving institutions. Journal of Child Psychology and Psichiatry, 52(5): 537-546.
  8. MIUR (2014). Linee di indirizzo per il diritto allo studio degli alunni adottati.
  9. MIUR AGIA (2017). Linee guida per il diritto allo studio delle alunne e degli alunni fuori della famiglia di origine.
  10. Molin A., Cazzola C. e Cornoldi C. (2009). Le difficoltà di apprendimento di bambini stranieri adottati. Psicologia clinica dello sviluppo, Rivista quadrimestrale, 3: 563-578.
  11. Pirttimaa R. and Valivaara C. (2018). Educational intervention planning for children in foster care in Finland: a case study. Education Inquiry, 9(2): 237-246. DOI: 10.1080/20004508.2017.1328932
  12. Scherr T.G. (2007). Educational experiences of children in foster care. School Psychology International, 28(4): 419- 436. DOI: 10.1177/0143034307084133
  13. Smithgall C., Gladden R.M., Howard E., George R. and Courtney M. (2004). Educational experiences of children in Out-of-home care. Chicago: Chapin Hall Center for Children.
  14. van Ijzendoorn H.W. and Juffer F. (2006). The Emanuel Miller Memorial Lecture 2006: Adoption as intervention. Meta-analytic evidence for massive catch-up and plasticity in physical, socio-emotional, and cognitive development. Journal of Child Psychology and Psychiatry, 27: 1228-1245.
  15. Vinnerljung B., Lindblad F., Hjern A., Rasmussen F. and Dalen M. (2010). School performance at age 16 among international adoptees: A Swedish national cohort study. International Social Work, 53(4): 512-527. DOI: 10.1177/0020872809360037
  16. Zorc C.S., O’Reilly A.L.R., Matone M., Long J., Watts C.L. and Rubin D. (2013). The relationship of placement experience to school absenteeism and changing schools in young, school-aged children in foster care. Children and Youth Services Review, 35: 826-33.

  • Un argine contro la povertà educativa: le linee di indirizzo per il diritto allo studio degli alunni adottati Monya Ferritti, Anna Grimaldi, Anna Guerrieri, in SICUREZZA E SCIENZE SOCIALI 2/2022 pp.92
    DOI: 10.3280/SISS2022-002007

Monya Ferritti, Anna Guerrieri, Luca Mattei, Il percorso verso il successo formativo degli alunni adottati e alunni fuori della famiglia di origine: il ruolo della comunità educante in "WELFARE E ERGONOMIA" 1/2020, pp 17-28, DOI: 10.3280/WE2020-001003