It is well established that the educational achievements of children in care often lag behind those of their peers in school. This article explores the needs and experiences of a particular group that has been overlooked: women from a care background who go to university. It charts the adult careers of 18 women who were in care in Australia between the late 1950s and 2005 and identifies five groups with regard to their life histories: Destined, Decided, Determined, Denied and Delayed. The importance of context for understanding the educational needs of children in care is emphasised, along with practice recommendations regarding: attention to existing academic deficits; facilitating recovery and growth; ensuring support, guidance and encouragement; providing practical and financial support; ensuring stability and security; responding sensitively to social and cultural differences; and acknowledging the importance of professional contributions.
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