It is well known that individuals with experience of child welfare interventions – here conceptualised as placement in out‐of‐home care (OHC) – tend to have substantially poorer educational outcomes compared to their peers. Numerous explanatory factors have been proposed but few have been informed by mainstream sociological research into educational stratification. Through the lens of primary (ability‐driven explanations) and secondary (choice‐based explanations, conditional on educational performance) effects on social background differentials in educational attainment, longitudinal data from more than 14 000 Swedes (of which around 9% have been placed in OHC) were used to estimate the relative importance of these two basic explanatory processes. Results from decomposition analyses suggest that the secondary effect is the key driver in creating differentials in midlife educational attainment among individuals of different social origins. Such impacts were found to be even stronger in the OHC population. Interventions aimed at improving educational performance in children with experience of OHC may not sufficiently reduce educational inequalities across the life course if choice‐based explanations are not addressed.

中文翻译：

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对有儿童福利干预经验的个人的长期教育成果的主要和次要影响

众所周知，与儿童同龄人相比，有儿童福利干预经验的个人（这里被概念化为安置在家庭护理之外）的教育成果往往要差得多。提出了许多解释性因素，但主流社会学研究对教育分层的了解很少。通过主要（能力驱动的解释）和次要（基于选择的解释，以教育表现为条件）对受教育程度的社会背景差异的影响，来自14000多个瑞典人的纵向数据（其中约9％已放置）在OHC中）被用来估算这两个基本解释过程的相对重要性。分解分析的结果表明，次要影响是造成不同社会出身的个人中年受教育程度差异的关键驱动力。发现这种影响在OHC人群中更为强烈。如果不解决基于选择的解释，旨在改善有OHC经历的儿童的教育绩效的干预措施可能不足以减轻整个生命过程中的教育不平等。