Document analysis reveals educational outcomes for children in institutional care, suggesting a need for family-like environments.
Education is a priority goal for children. However, the fact that children under institutional care are away from family life and have traumatic stories negatively affects their educational outcomes. The literature indicates that the educational outcomes for children in institutional care, whose numbers are rising worldwide, are more negative compared to their peers. This highlights the increasing significance of studies on this subject. Therefore, within the scope of this study, the aim is to explain the educational problems experienced by children in institutional care and to provide policy recommendations by discussing their current educational needs. Document analysis was used in this study. It has been determined that children under institutional care achieve much more positive outcomes in the home-type institutional care model. Institutional care models similar to family life make it easier for children to acquire habits such as studying, doing homework, and attending school. The functionality of the triple system of school, family, and institutional care may increase the educational outcomes of children in institutional care.
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Korkmaz et al. (2025) studied this question.
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