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Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I. London: National Institute for Health and Care Excellence (NICE); 2021 Oct. (NICE Guideline, No. 205.)
Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I.
Show detailsTable 4Summary of included qualitative studies
| Study (country) | Intervention | LACYP population (age) | Setting and context | Type of analysis | Perspectives (n) |
|---|---|---|---|---|---|
| Forsman 2017 (Sweden) | Paired reading | Children in foster care (age not reported) | Paired reading project carried out in seven local authorities in Sweden | Semi-structured interviews covering positive/negative parts of the method, and contextual aspects they considered to be supports or barriers. Additionally, the carers’ expectations of the project and perceptions of how their participation had affected relations within the family, their everyday life and the child’s reading ability. Thematic analysis was used. | Foster carers (13) |
| Griffiths 2012 (UK) | Letterbox | Children in foster care (aged 7 to 11) | Three different UK local authorities | Semi-structured interviews covering participants’ views about each aspect of the Letterbox Club in greater detail, including whether the children continued to use any of the items they had received. Unclear how thematic analysis was performed. | Foster carers (9) |
- Table 4, Summary of included qualitative studies - Interventions to support lear...Table 4, Summary of included qualitative studies - Interventions to support learning needs for school-aged looked-after children and young people
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