Learning from the Experiences of Indigenous Children in Care Who Have Multiple School Changes as a Result of Placement Disruption

Crown Wards in Ontario change placements 2.6 to 8.6 times (on average) with the provincial average being four times (Contenta, Monsebraaten, Rankin, Bailey & Ng, 2015, p. 20). This means children in care often change schools. The aim of this study is to learn, directly from Indigenous children in care, their experiences of multiple school changes through exploring the rewards and challenges of starting a new school; ways children prepare for a new school; strategies they use to adjust to a new school; and ways the child welfare and education systems can alleviate the impact of multiple school changes. The methods used for this study include focus groups and participant journals. Four overarching themes were identified within the data: Vulnerability, Relationships, Adaptation, and Excitement. This study adds important new knowledge about Indigenous children in care, specifically about their experiences of disruptive school placements.