Abstract
The educational system is the leading referral source for Black families involved in Ontario’s child system. Across both the education and child welfare systems, Black youth face disparities and numerous challenges such as instability, isolation, and difficulty navigating relationships with peers and staff. Though it is established that Black youth experience challenging circumstances and poor outcomes across both these systems, there remains a gap in Canadian research examining how these impacts interlock and shape the educational experiences of Black youth in out-of-home care (OOHC). Employing Anti-Black Racism Theory, this study examines the educational narratives of Black Caribbean youth navigating Ontario’s child welfare system. Utilizing a narrative approach, this study analyzes 27 interviews with Black Caribbean youth. Three main narratives were identified: (1) child maltreatment allegations and apprehensions; (2) educational absenteeism and its consequences; and (3) poor relationships with teachers and classmates. These narratives illuminate how anti-Black racism shapes the experiences of Black Caribbean youth navigating child protection and educational systems. We offer a series of policy, practice, and research recommendations for both child welfare and education workers to provide more comprehensive supports for Black Caribbean youth in OOHC while they are attending school. These recommendations include: (1) training educators on child maltreatment referrals; (2) informing Black youth about their rights and available resources; and (3) clarifying and streamlining school enrollment procedures for youth in OOHC.
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Data Availability
The data that support the findings of this study are not publicly available due privacy and ethical constraints of the Toronto Metropolitan University Research Ethics Board, under Protocol #2016-295-1.
Notes
Until 2018, Ontario used the term “apprehension” to describe a child or youth being removed from their caregiver and placed into OOHC. In the CYFSA enacted in 2018, the revised language is bringing a child “to a place of safety.” Black Caribbean youth in the study described being apprehended, and we elected to use that term to reflect their understanding of their experience of placement in OOHC.
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Acknowledgements
The authors, first and foremost, would like to thank all the youth who have generously shared their stories with us. Without you, this work would not have been possible. We also would like to recognize the Rights for Children and Youth Partnership research team for supporting this study.
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This study was funded by the Social Sciences and Humanities Research Council of Canada, Partnership Grant (SSHRC Grant 895-2015-1014) and the Ontario Ministry of Research and Innovation, Early Researcher Award (Fund number: ER17-13-231).
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TE and MB: Conceptualization. TE: Methodology. TE: Formal Analysis and Investigation. TE, MB, AL, and RC: Writing Original Draft. TE, MB, AL, RC, and BK: Writing Review and Editing. AL, BK, and HP: Funding acquisition. N/A: Resources. TE: Supervision:
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Edwards, T., Brisbane, M., Laylor, A. et al. “I wasn’t Enrolled”: Exploring the Educational Narratives of Black Caribbean Youth Navigating Out-of-Home Care in Ontario’s Child Welfare System. Child Adolesc Soc Work J (2023). https://doi.org/10.1007/s10560-023-00955-8
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DOI: https://doi.org/10.1007/s10560-023-00955-8