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Supporting academic achievement of children in out-of-home care through effective interventions: results of a systematic review and meta-analyses

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  • Goulet, Julie
  • Maltais, Christine
  • Archambault, Isabelle
  • Noël, Véronique
  • Guériton, Muriel

Abstract

As students in out-of-home care are at high risk of school failure, it is imperative to promote academic skills through effective interventions. A systematic review of interventions aimed at improving academic achievement of out-of-home care was conducted to identify the most effective strategies for supporting literacy and mathematical skills. Data from 21 interventions, involving 2,049 children in out-of-home care, were synthesized through meta-analysis. Overall, the interventions had a significant impact on literacy (g = .242, 95 % CI [.180, .305], k = 21) and mathematical skills (g = .229, 95 % CI [.115, .343], p <.001, k = 14). Three main direct academic support strategies were compared to determine if one was superior to the others: tutoring, individualized support, and distribution of academic material. The results of subgroup analysis failed to detect any differences between effect sizes, most likely due to low statistical power. Thus, the main trends were discussed. Tutoring, as the most rigorously evaluated intervention, appeared to outperform other types of intervention strategies, especially in respect to mathematical skills, where the results remained robust despite potential methodological bias. However, it is essential to consider significant limitations when interpreting these results. Implications for practice and research are discussed.

Suggested Citation

  • Goulet, Julie & Maltais, Christine & Archambault, Isabelle & Noël, Véronique & Guériton, Muriel, 2024. "Supporting academic achievement of children in out-of-home care through effective interventions: results of a systematic review and meta-analyses," Children and Youth Services Review, Elsevier, vol. 156(C).
    • Handle: RePEc:eee:cysrev:v:156:y:2024:i:c:s0190740923005844
    DOI: 10.1016/j.childyouth.2023.107388
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