Children in residential care are the out‐of‐home population group with the lowest rate of access to postsecondary education. Research aimed at understanding their situation within the school context suggests that besides learning progress and outcomes, subjective experiences should be taken into account. Qualitative research based on a multiple‐case study was designed and carried out in Spain with the aim of deepening the understanding of the individual school experiences of three children in residential care. Each case was analysed from the perspective of the child, the educators and the teachers. Semistructured, one‐to‐one interviews were carried out, and children's files were consulted. The results pointed to emotional distress and accumulated educational delay as common traits of the three children in the study. In shaping each particular school experience, the key themes identified included (1) individual characteristics, (2) the children's academic aspirations and strategies, (3) relationships with peers and teachers, (4) response experienced in school, (5) the complex structure of the residential centre, (6) the sense of belonging to the residential centre, (7) team work and (8) political action and investment in inclusive education.

中文翻译：

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寄养儿童在学校的学习经历：多案例研究

寄宿照料中的儿童是接受高等教育的比率最低的外来人口。旨在了解他们在学校环境中的情况的研究表明，除了学习进度和结果外，还应考虑主观经验。在西班牙设计并进行了基于多案例研究的定性研究，目的是加深对三个孩子在寄养机构中的个别学校经历的理解。每个案例都是从孩子，教育者和老师的角度进行分析的。进行了半结构化，一对一的访谈，并查阅了儿童档案。结果表明，情绪困扰和累积的教育延迟是该研究中三个孩子的共同特征。