Low-Intensity, Home-Based Learning Interventions for 11-17-Year-Olds in Family Foster Care: A Scoping Review.

Area of Science:

• Child Psychology
• Educational Interventions
• Foster Care Research

Background:

• Children in out-of-home care often experience academic disadvantages compared to their peers.
• Existing interventions frequently target younger children or those aging out of care, or require substantial resources.
• Low-intensity, home-based approaches present a promising avenue for supporting foster youth learning.

Purpose of the Study:

• To conduct a scoping review of low-intensity, home-based interventions for adolescents (11-17 years) in foster care.
• To identify and categorize existing interventions aimed at improving learning outcomes for this population.
• To understand the characteristics, delivery methods, and outcomes of these interventions.

Main Methods:

• Scoping review methodology employed across four languages and 15 databases.
• Systematic search and screening of research literature.
• Inclusion criteria focused on low-intensity, home-based interventions for foster youth aged 11-17.

Main Results:

• Nine studies met inclusion criteria, detailing seven distinct interventions.
• Interventions were categorized into three groups: tutor-led (n=3), foster carer-led (n=3), and material-based (n=1).
• Tutor-led programs often focus on math and reading skills, offering feasibility and sustainability advantages over high-intensity alternatives.

Conclusions:

• Low-intensity, home-based interventions can be feasible and sustainable for improving foster youth learning.
• Tailoring interventions to specific needs and ensuring fidelity are crucial for effectiveness.
• Further well-evaluated interventions are needed to address the unique challenges faced by children in out-of-home care.