Care Leaving in Progress (CLiP)

Wider research context
This study is grounded in a socio-ecological model recognizing the interplay between individual, interpersonal, community, and societal factors across life course and educational transitions, with a focus on young people leaving out-of-home care. By applying a diversity-informed approach, the research acknowledges that Adverse Childhood Experiences and dimensions of Collective Institutional Trauma – including structural and relational dynamics in society, education, care systems, and families – profoundly affect educational outcomes, social inclusion, and opportunities for societal participation.
Hypotheses
This research explores how social exclusion, educational inequality, and limited participation among care leavers are shaped by experiences during and after out-of-home care and by life course and educational trajectories. Central questions include: How do care leavers experience transitions into independent living? How do Adverse Childhood Experiences and Collective Institutional Trauma influence these transitions? How can a participatory Living Lab approach contribute to research-
based policymaking and organizational development?
Approach
The study uses a mixed-methods design combining qualitative group discussions, a deductive research guide on participation dimensions, relational network analysis, visual and arts-based methods, and a quantitative survey on sociodemographics, well-being and societal participation. A diversity-informed, participatory Living Lab involves care leavers, professionals, policymakers, and national and international researchers to develop strategies for research-based policymaking and
organizational development. . Particular attention will be given to the role of education and learning pathways as central aspects of social participation and recovery from traumatizing experiences. A life course perspective is therefore adopted, with a potential longitudinal follow-up after the three-year funding period.
Level of originality
Innovation lies in the participatory Living Lab enabling:
(1) in-depth exploration of contextual and biographical experiences,
(2) integration of a life course perspective through follow-up,
(3) a participatory, diversity-sensitive, intersectional, trauma-informed, resilience-oriented approach, and
(4) foundational research addressing national and international knowledge gaps on educational equity, societal participation, and trauma recovery. The multidisciplinary, multi-stakeholder approach aims to deliver research-based policy recommendations with substantial societal impact.
Primary researchers involved
The team includes the PI, one senior postdoc, one student assi