Students with care-experiences have overcome the risks and used their strengths to get to higher education. They have the greatest possibility to avoid social exclusion. Although they receive some practical support if they study regularly, most of them are facing many financial and accommodation difficulties; additional jobs, often studying harder to overcome previous educational shortcomings and have common adult life-starting challenges. Previous Croatian research (Sladovic Franz & Branica, 2013.) showed that some of those students found to be quite lonely, many hide their in-care experiences, their social support is significantly lowering as getting older and that they are relying basically on themselves. All can diminish their chances to complete degree and receive help and support when needed. Therefore qualitative explanatory research have been undertaken aimed to find out students understanding of relations between a) their care and student identity and b) need for prolonged help and support respecting their strong sense of self-esteem and independence. Five focus discussion groups took place with 23 students with different family and care-experiences, age, studying programs and current life circumstances around four thematic issues: everyday life, identity, social network and help and support services. Framework analyses have been used for data analyses. Results are showing that: a) student self- reliance and faith in their own strengths is their main force and/or obstacle in asking for help b) studying is the way to enhance future possibilities and mean to prove their worth to themselves as well as to others - parents, caretakers or those who have stigmatized them previously; c) sense of difference from peers and stigmatization issues are still strong, d) ending "care-career" for some is not possible but for others will come with time or with some life changes. The results will be discussed with regard to resilience and self-determination theory in order to explore the relevance of transition out of in-care identity and possible specific support models.

1. University of Zagreb, Faculty of Law
Department of Social Work
branka.sladovic@pravo.hr

2. Students with in-care experiences:
Have overcome the risks and used their strength to
get to higher education – is it enough to endure?
Have the greatest possibility to avoid social
exclusion – will they make it?
Have good motivation in the beginning of the study
– will it be lasting?
In the final years…
Where have all the students gone?

3. If they study regularily they receive
some practical support, but…
still facing many financial and accommodation
difficulties
have to study harder to overcome previous
educational shortcomings
and have common adult life-starting difficulties
many students hide their in-care experiences and
relying on themselves alone

4. Qualitative research (2014.) aimed to
explore identity and support issues of
students with in-care experiences:
• 6 fokus group discussions
• in 5 university towns
• with 23 students with different family and care
experiences, age, studying programs and current life
circumstances
• Data - framework analyses

5. Participants:
• 18 female, 5 male
• Age: 19 – 28 y/old, 23 in average
• Studying from first to final year, 2 dropped out of faculty, 2
are planning to change the faculty
• Living accommodation: mainly renting a flat, some in
students dormitory or living independent unit (of
Children’s homes)
• Mainly living with friends and roommates or partners
• Care experiences: 12 children’s homes, 1 residential
treatment home, 6 SOS-children’s village, 4 foster families
• 15 students receive financial support/ scholarships
• 8 have full time or part-time job

6. REASONS FOR HIGHER EDUCATION
PERSONAL WISH
AND
MOTIVATION
Long-last wish to study
To get better life for their children
To get gratification from others and better status in society
To realize itself as a person
EMPLOYMENT To be able to have managers positions in work
To be able to have career opportunities open
EXTERNAL
MOTIVATION
Realizing difficulties of sibling and other care leavers who
did not study
Inspiration and support from care-takers, civil
organizations, banks, adults friends at work
OTHER REASONS Studying as a way to go/not out of care/away from caretakers
Studying as a way to change/or not the place of living
Studying as making caretakers proud and fulfill their wish
Studying as revenge/in spite/way of proving to care takers

7. DEFINING THE STUDENT WITH IN-CARE
EXPERIENCE
PREASSURE Studying is a job which needs to be
finished/done?
Disappointment if study not finished
Feel no right to make mistake (in order to
keep financial support)
PRIVILEGE Without care experiences they would not
study at all
Getting concrete help only if they study
well and are informed about all the options
ADJUSTEMENT
DIFFICULTIES
Differ according to type of care and
change/not place of living
Different level of independence
Easier with brothers and sisters

8. DEFINING THE STUDENT WITH IN-CARE
EXPERIENCE
STIGMATIZATION Preparation of peers and others for
admitting care experiences through giving
information on in-care children
Studying as a way of diminishing stigma –
not be underestimated in the future,
possibility to rise up in social class, making
contacts and new life opportunities
Underestimation of in-care children and
surprising to their success, including
studying
NOT CONNECTED
TERMS
Previous life in-care have nothing with present
life

9. Many of students experienced stigmatization
and prejudice
People think in-care children are dirty, stinky, stealing
and lying
Peers didn’t want to be with them because they are poor
and can not benefit from them
Individuals have crime experiences so everybody get’s
stigmatized
Examples of vilifications by teachers
Different reaction on prejudices (sadness, anger, cool)
Prejudice and negative experiences from previous
education - not willing to risk again so they hide in-care
past?

10. HIDING OR NOT CARE PAST
TALKING IS NOT A
PROBLEM
Being fostered is part of identity
Nothing to be ashamed of
TALKING WITH
PURPOSE
It is positive thing, it is quality to be able to manage
everything out of care
Looking for acknowledgement and proof (I made it in
spite of life circumstances)
Good marketing-present yourself well, use the situation
for good, aiming to achieve something
CONDITIONAL
TALKING
Only when asked
Boring to talk about it (having a short version in pocket)
Calculating when and to whom, sometimes after getting
trust, in year or two
If there will be a deeper friendship, to those who deserve
it
Preparation general talk and activities, deciding to tell or
not after seeing reaction

11. HIDING OR NOT CARE PAST
NOT
TALKING AT
ALL
To acquaintances, professors, employers
Very bad experiences (can be hurt by others, reactions
either two cold or pitying them or surprised, fear that
some can misuse them)
Talking doesn’t make sense
Don’t want to be valued only by this experience
Making up stories about childhood and previous life
CHANGE
WITH TIME
There is no need to talk any more, now it is time to talk
about present
Talking more while in care, now less after learning to
appreciate yourself
Talking now, when reactions can not hurt them any more
First prove in some area, then saying (to be valued as
they are)

12. ENDING CARE-CAREER, BECOME „JUST”
YOUNG PERSON/ADULT
NEVER Stigmatized for life time, everything is connected to that and
colored by that - part of identity and previous life can not be
erased
Will raise the children as their care takers raised them, experience
will be passed on
There is a difference „in them” which come out sooner or later
Living in care leaves a permanent mark
Part of identity always but not primary
Always will need help and support, there is a part which needs
encouragement and affirmation
CHANGE
WITH
TIME
Accepting past, trying to make something else more important
part of identity
Become unimportant (when accept yourself, when start loving
yourself, when finds a life partner, when stop looking back)
Previously part of identity, not any more
Will never forget but it is now behind

13. ENDING CARE-CAREER, BECOME „JUST”
YOUNG PERSON/ADULT
FUTURE
CLOSURE
When they will not talk about it
When higher education finished and get a job
When become a parent and make one’s own family
When priorities will be different and present more
important
When biological parents stop bothering them, asking for
help, leave them alone
Personal factors-when someone mature as a person
Depends on a type of care-fostered don’t need a closure if
staying connected
Depends on length of stay in care – if shorter and came in
older, then easier
Depends on further life course - easier to forget if
successful

14. SUPPORT SEEKING BASED ON IN-CARE PAST
NOT A
PROBLEM
Characteristics of people who ask for help and support:
opportunist, normal person, one who accepted that shouldn’t
be a super person
PROBLEM Issue of self-determination, not independent if weak & in
need
Self-pity
Humiliation
Issue of trust
It is not a right way if you are healthy, should prove alone
OBSTACLES
IN RECEIVING
HELP AND
SUPPORT
Lack of resources, now have to fight for it
Help should be offered and picked up when needed
Pressure to be very good student to keep state or bank
support
Lack of care-takers support and relationship continuity
(loosing touch with important people from care)
Not having all information
Previous negative experiences in seeking help

15. Some support is needed to all…
• Concept of independence carries expectations of autonomy, self-
reliance and obligation… but this set of beliefs and expectations
may not be helpful in term of assisting care leavers (Horrocks,
2002.)
- particularily for those who are still focused on education rather
then adult life in general?
• Ending care-career for some is not possible but for others will come
with time or with some life-changes…
- but is it ending or integration needed?
• IDENTITY OF STUDENTS IS „ATTACHED” TO IN-CARE EXPERIENCES in
three ways:

16. I AM HERCULES,
PROUD TO BECOME
THIS
NOW I AM
STUDENT, USED
TO BE IN CARE
IT WILL ALLWAYS
BE A STRONG
PART OF ME
THEORY Resilience Self-determination Life-course
SUPPORT Not asking for help No need for help Deserve/want help
ISSUES Less ready to ask for
help and therefore in
danger not to get it on
time or at all
Resilience is in the
same time main force
and obstacle in asking
for help
Getting tired with
time, exhousting
resources
Denial of their past
and identity, hiding
it...trying to go as far
from it as possible,
showing that it has
nothing to do with
them any more
Determination by
will and interests of
individual –creating
a new self? („I decide
what kind of person I
will be…” )
Bigger chance to
stay in care system
Learned
helplessness
Apresciation
seeking from others