Out-of-Home Care Experiences and Their Influence on the Journey to Adulthood: Insights From Care Leavers in Israel

Abstract

In the current qualitative study we explored care leavers’ perceptions of the influence of their out-of-home placement experiences in shaping their lives during the transition to adulthood. Forty-seven care leavers aged 18 to 29, who had been in residential care facilities or foster care, participated in semi-structured interviews. Thematic analysis revealed two major themes – (1) participants’ perception of care as an environment that fostered self-improvement and the development of skills including interpersonal skills, and (2) care as a place of belonging and regaining of trust and self-worth – and five sub-themes. In the discussion we address the role of out-of-home placements in relation to life course theory and the developmental tasks of emerging adulthood. Implications for practice include the importance of engaging youth who are in care with future-oriented activities that enhance their readiness for young adulthood.

Introduction

Literature Review

The global literature on care leavers has consistently highlighted the intricate and challenging transition they face when moving into adult life, with less favourable outcomes in crucial areas such as education, employment, and housing (Häggman-Laitila et al., 2020; Stein & Dumaret, 2011). Additionally, systematic reviews (Morakinyo & Martin, 2017) have drawn attention to the gaps and weaknesses in existing interventions meant to support care leavers during their shift to independent living.

Concurrently, the diversity that exists among care leavers has been examined in a growing body of literature, with efforts to assess the relative risk of difficulties based on pre-care and in-care experiences (Fowler et al., 2017; Rebbe et al., 2017) and to investigate the potential positive aspects of out-of-home placements for young people (Sebba et al., 2015). For instance, in a qualitative study conducted among residential care leavers, participants said that being placed in residential care had resulted in better educational attainments and had contributed to their personal growth (Jones, 2015). Taussig and Munson (2022) interviewed pre-adolescent children in the USA – both while they were in family foster care settings and ten years later. At both time-points, the vast majority (over 80%) indicated how helpful the placement had been in their lives.

In the domain of transitioning from care to independent living, scholars have acknowledged that the journey to adulthood is shaped by a combination of factors, including the young people’s past experiences, current challenges, and strengths (Häggman-Laitila et al., 2020). Drawing on life course theory (Elder, 1998; Shanahan, 2000), which emphasizes the continual development that takes place throughout a person’s life and underscores the interdependence of different life stages (Brady & Gilligan, 2018; Hutchison, 2010; Johnson et al., 2011), we focused in the current study on care leavers’ experiences while in care. Further, we explored their perceptions of how these experiences influenced their lives as emerging adults.

To be sure, young adults who experienced the care system have been examined in previous studies. However, the focus of these studies has primarily been on “objective" outcomes, particularly in the realms of education and employment (Clemens et al., 2018; Furey & Harris-Evans, 2021; Hagleitner et al., 2022). Furthermore, studies that have delved into the “out-of-home setting” have tended to view it in a binary manner, either as a risk or protective factor (Yang et al., 2017), without exploring the perceived experiences and resources of those in care.

Previous research on care leavers’ resilience has predominantly emphasized the retrospective views of care leavers regarding their time in care and its potential impact on their lives, with the main focus being on the transition from care to independent living (Atkinson & Hyde, 2019; Häggman-Laitila et al., 2020). Alternatively, some studies have delved into specific protective factors within the care setting, such as mentorship (Spencer et al., 2019; Sulimani-Aidan, 2022), independent living programs (Sulimani-Aidan et al., 2013), or particular domains such as mental health services during their time in care (Villagrana, 2023).

However, the majority of these studies have concentrated on the perspectives of those who recently left care, resulting in a relatively limited viewpoint centered on a specific period in these young people’s lives rather than taking into consideration the contributions of prior periods. In addressing these limitations, our aim in the current study is to enrich the existing literature by examining the role of out-of-home placements in the lives of care leavers. Using this broader perspective, we seek to provide a more comprehensive understanding of the various factors influencing the development and well-being of care leavers beyond the immediate post-care period.

Care Leavers in Israel

Care leavers globally are considered a very vulnerable population. Yet their different social contexts and circumstances may influence their life situations and trajectories. In Israel, of the approximately 9000 children removed annually from their homes by the welfare system, about 75% are placed in residential welfare settings (therapeutic settings), and about 20% are placed with foster families (supervised by the Ministry of Welfare). In addition, every year, the Ministry of Education places approximately 19,000 children in youth villages on a voluntary basis (National Council for the Child, 2016). These out-of-home placement settings cater to vulnerable youth from underprivileged families, primarily located on the geographical or social periphery of Israel. Additionally, many of these settings welcome adolescent immigrants, particularly from the Former Soviet Union (FSU) and Ethiopia (Zeira & Benbenishty, 2011). Youths from Ethiopian immigrant families, specifically, are overrepresented in out-of-home placements in Israel, compared to their proportion in the general population. The aim of this intentional approach is to afford them access to resources and opportunities that may be lacking in their local communities.

Within the care leaver population, various groups encounter distinct challenges. Notably, there are numerous reports highlighting instances of informal and structural racism that target members of the Ethiopian community (Slobodin et al., 2021; Walsh & Tuval-Mashiach, 2012) as well as members of the Arab community (Miaari & Hadad Haj-Yahya, 2017; Shoshana, 2016, 2020; Sulimani-Aidan, 2020a). Previous empirical research has demonstrated an increased vulnerability among immigrant youths, particularly those of Ethiopian origin, when compared to their Israeli-born counterparts (Zeira et al., 2023).

In terms of policy, in contrast to the USA, which allows the formal extension of care beyond the age of 18 and supports care leavers via legislation, Israel lacks an official policy regarding care leavers. Moreover, there are few formal services or resources specifically designed to support individuals transitioning out of care in Israel. Another unique contextual factor impacting care leavers in Israel is military service, which is compulsory for all Jewish citizens from the age of 18 (for 2–3 years).

Theoretical Framework

The transition to adulthood as a developmental stage is vitally important to the cohesiveness of the life span, as this transitional period is a time when integrating the experiences of earlier developmental periods sets the stage for positive aging (Arnett, 2000). The current study is based on life course theory (Elder, 1998; Shanahan, 2000), which emphasizes the idea of continual development over the course of one’s life (Brady & Gilligan, 2018). Specifically, we built on care leavers’ retrospective perceptions regarding the role of their out-of-home placements in their lives. Given that care leavers often experience complex life transitions due to their personal and family histories, lower levels of social support, and fewer resources (Mendes & Rogers, 2020; Strahl et al., 2021), a holistic view of the developmental context is essential. As such, using life course theory (Elder et al., 2003) as a conceptual framework allowed us to examine the ways in which the past influences the future and to understand the cumulative impact of experiences over time (Elder et al., 2003). In addition, this theoretical framework may provide a unique opportunity for understanding the resources and pathways in care that potentially strengthen care leavers’ resilience.

Life course theory includes five main principles, as outlined by Elder et al. (2003). They are:

1) Life span development, which highlights the idea that individuals’ growth and development continue throughout their entire life. These changes can be both observable (e.g., career achievements) and non-observable (e.g., changes in one’s thoughts or perspectives). The continuous nature of personal development is emphasized in this principle.

2) Agency, which emphasizes that although individuals’ past experiences can influence their future, they still retain free will and the ability to make decisions about their own lives. In this principle it is recognized that life events have the potential to shape future events, but they do not determine the extent of that impact.

3) Time and place, which underscores the notion that events occurring throughout life have the power to mold an individual’s future. However, the emphasis of this principle is on the idea that the specific nature of these experiences and their timing play a crucial role in determining the extent to which they impact one’s life.

4) Timing – acknowledging that an individual’s response to a particular event and the timing of that event can profoundly shape the degree to which the event influences subsequent events. Delving into the timing of life events and understanding individual reactions to them can provide insight into the continuity of experiences and their enduring effects over time. In essence, this principle emphasizes the interconnectedness between the timing of events and the subsequent ripple effects on a person’s life journey.

5) Linked lives, the focus of which is on the interconnectedness between past events and individuals’ current and future social networks.

Methods

Participants

Participants in this qualitative study consisted of 47 Israeli young adults between the ages of 18 and 29, all of whom had experienced out-of-home placements including foster care (11) and residential care facilities (36). Specifically, 33 participants (70%) were women, 13 (30%) were men, and one identified as transgender. The majority were single (75% of the women and 84% of the men), with only four of the women being married. At the time of the interview, 39% of the total sample were employed, whereas 24% of the women were enrolled in various further education programs (college/university) and 19% of the women were involved in national service. Regarding origin and ethnicity, 59% identified as Israeli-Jewish, 14% as newcomers from the FSU, 12% as Ethiopians, 8% as Muslims, and 7% as being from other various backgrounds.

The sample was selected by using the following criteria, as defined by the leading researchers: young adults during emerging adulthood (18–29) who had spent at least two years in residential care settings. The researchers selected young adults from various residential care facilities and foster care settings that serve the most vulnerable youth in care, overseen by the Ministry of Social Services. Also, given that frameworks vary among young adults in the emerging adulthood period, the sample included those who were currently fulfilling mandatory army service, studying at college/university, or had/did not have jobs. In addition, the researchers chose young adults who were in various residential situations (i.e., lived at home with their parents, lived in supervised apartments for care leavers in the community, or lived alone/with partners). Finally, given that youth in out-of-home settings in Israel come from different ethnic groups, the sample included young adults from the most dominant groups (i.e., Israeli, FSU, Ethiopian) as well as young adults from less dominant groups.

Procedure

Following IRB approval by the ethics committee of Tel Aviv University in March 2021, a non-purposive sampling approach was used to recruit participants. Placement leaders and a staff member (who was assigned in each facility to coordinate the study) collaborated to arrive at a list of potential participants. These potential participants were contacted by telephone via the research staff to confirm that they met the criteria and to determine their willingness to participate. Those who met the research criteria and willingly agreed to take part were then interviewed face-to-face at a location of their choosing. All participants were apprised of their rights, including their right to confidentiality and self-determination (i.e., they could choose to terminate their participation at any stage of the study). Additionally, participants were notified that professional support was available to them if needed during or after the interview.

The semi-structured face-to-face interviews were held after informed consent to participatee and to be taped during the sessions was obtained from the care leavers. All interviews were conducted in Hebrew (in accordance with participants’ preferences), and were recorded and transcribed. The 30–60 minute interviews, held in safe venues selected by the participants, addressed their personal and familial backgrounds and their perceptions regarding the ways in which their stay in care impacted their lives.

Data Analysis

The interviews were analyzed using grounded theory analysis (Charmaz, 2006; Corbin & Strauss, 2014) and thematic analysis (Braun & Clarke, 2006), both commonly employed methods for identifying patterns and themes within qualitative data. Grounded theory analysis, as outlined by Corbin and Strauss (2014), seeks to provide a holistic understanding of phenomena by exploring individual perceptions and meanings, examining their connections with broader interpersonal and social processes, and taking environmental contexts into consideration. Analysis was performed by four readers (the two interviewers and the leading researchers) who interpreted the themes, which gave expression to participants’ experiences and perceptions. The readers employed an incident-by-incident coding technique in which every portion of the interview transcript was read and coded for significant themes. This phase was followed by a focused coding process, during which the incident codes were reread and analyzed in order to identify larger themes. During these phases, the readers analyzed the interviews and then met to discuss the themes and resolve any discrepancies. Finally, after the experiences and perceptions codes had evolved, the readers once again sifted through all the data, using a focused coding process (Corbin & Strauss, 2014). The ensuing coding created two main themes with various related subthemes. The summary report of the findings was developed and emailed to the participants to verify the content relative to the information they had shared.

Findings

The findings refer to care leavers’ perceptions of the role of out-of-home placements in their lives. All participants were designated pseudonyms to maintain anonymity. The analysis uncovered two main themes. The first theme pertained to young adults’ perception of care as an environment fostering self-development and skills, comprising three sub-themes: (1) Self-improvement and development; (2) Development and enhancement of interpersonal skills; and (3) Utilization of rights and higher educational achievements. The second major theme focused on out-of-home placement as a locus of belonging and a place where trust and self-worth could be restored, encompassing two sub-themes: (1) Regaining a sense of belonging and trust, and (2) The influence of peers in care.

Residential Care as an Environment that Fosters Self-Improvement and the Development of Skills

The interviews conducted with the young adults unveiled a deeply significant and enriching journey of self-enhancement. Their narratives vividly illustrate the pivotal role of nurturing care in cultivating self-assurance, emotional acumen, and crucial life competencies. This overarching theme underscores the crucialness of care in the developmental trajectory of young adults, emphasizing its profound impact on their growth and maturation.

Self-Improvement and Development

The majority of the participants described their time in care as crucial for their sense of personal self-development. Notably, the young adults consistently mentioned several domains in which they felt the care experience had an impact, including self-confidence, the ability to express emotions, a deeper understanding of the motivations behind their actions, the cultivation of positive thinking, and an increase in emotional stability. As one of the young adults, married to another care leaver, said:

The stay in care built my self-confidence. I remember I was very shy; thinking about talking in public was like the end of the world to me. My husband and I recently discussed how much it helped us in our personal lives; that now we don’t have the fear of expressing ourselves (Gal, 29).

The care leavers pointed to the therapeutic activities and the devotion of the staff as the “mechanism” that helped them foster what they called “self-development.” They described the staff’s presence as a reflective tool, “holding up a mirror” to the young adults’ behaviors (at the time) and thus making them more aware of themselves and their developmental areas and strengths. For example, one young adult, who spent three years in care said:

I was in therapeutic residential care; I got there via a court order. I had a devoted counselor who spent time with me and supported me. Also, I devoted myself to the therapy process. I’ve learned to express myself, figure out why I get so angry, and even understand why I used to wear provocative outfits (Daniel, 23).

Development and Improvement of Interpersonal Skills

Around half of the participants described how their experiences in care helped them develop skills of positive communication with others, specifically with their peers. Also, they emphasized the importance of mutual support and gaining the skills to provide mentorship to other youth in need. Staff modeling and group therapy were mentioned frequently as a means that helped them achieve these skills, as one of the young adults shared:

I feel the youth village helped me especially with complicated stuff in my life and with other people. There were clashes between folks, but when I unintentionally hurt others, they let me know, and we handled it together. I learned how to communicate better, be pleasant, friendly, not to be disrespectful, and I learned how to be a part of a group (Ben, 20).

Alongside the staff’s modeling and support, and the group activities, the care leavers emphasized the importance of socio-educational activities that were organized within the care setting and helped them practice their interpersonal skills:

During my time in care, I had strong relationships with my friends and even today I am still in touch with two good friends from there. My friends were the reason I held on in care. The thing that helped me gain my friends and make our bond more meaningful was the art project we did senior year. We spent hours there (Yuval, 19).

Utilization of Rights and Higher Educational Achievements

One-third of the participants emphasized the significant support they received in terms of educational attainments, including receiving information about their rights and how to exercise them in the future. They also elaborated on how these factors positively impacted their lives during the transition out of care and beyond. For instance, they detailed how staff members aided them in reaching greater academic milestones by helping them understand their educational rights and offering support during times of overwhelm and anxiety. One participant, who lived with roommates who did not have a care experience, described how the knowledge he gained during his time in care provided him with a significant advantage in life after care:

When I first came to care, I started hearing about the rights I was entitled to. I probably wouldn’t have had a clue about stuff like, for example, the Yated social worker [social worker for at-risk young adults] or the “rehabilitation basket” [resources for youth with mental health problems] if it weren’t for my having been there. I have much more awareness and knowledge; I can see it in comparison with my roommate, for example (Ohad, 20).

The care leavers emphasized the significant role of their stay in care in promoting their educational achievements both during care and after. They expressed gratitude, saying that the educational opportunities they received would never have been fulfilled without the staff’s mental support, motivational talks, and the belief in them and their abilities. They also described the private lessons and the caring attitude of the teachers:

Looking back, I think that being in care helped me find that I have a passion for learning. I realized that I’m good at it, and now I know that this is an integral part of my future. I think that thanks to care, I got opportunities that other people didn’t (Ron, 29).

In my first year, I had some major gaps in school. I kept telling myself I wasn’t good enough, but the teachers and staff never gave up on me... They helped me study, and I graduated with a diploma (Anastasia, 24, new FSU immigrant).

Although the majority of young adults discussed the positive impact of care on their self-development and self-worth, two participants expressed mixed feelings. Mimi, a 21-year-old Ethiopian young woman, reflected on her experience:

The time in care had its ups and downs. On the one hand, I was suffering. I hated sleeping with other girls in the room, fighting for my place, and fighting to get stuff. I was always under pressure, a feeling that lingers with me. On the other hand, without care, I would have been on the street, and I don’t know where I would have ended up.

Aya, a 21-year-old Muslim-Arab young woman, shared her feelings as well:

It was a hard experience. There were physical fights and drugs. I was exposed to this world very early (...) I felt that the staff were the strong ones, and we were the weak ones, always depending on them (...) these power dynamics are really hard for a 14-year-old. So, I coped by using alcohol.

The Out-of-Home Placement provided a Place of Belonging and a Place to Regain Trust and Self-Worth

For more than half of the young adults, one of the impacts of being in care revolved around the profound sense of belonging and the regaining of a sense of self-worth and trust (both in themselves and in the people around them). Whereas some participants recognized this feeling during their time in care, others only grasped its significance after the feeling waned upon leaving care. These powerful impacts stemmed from the staff’s support, from participants’ interactions with peers, and from participants’ engagement in care activities (each sub-theme relates to one of these elements).

Regaining a Sense of Belonging and Trust

Participants (n = 17) repeatedly emphasized the meaningful relationship they had with staff members in care as something that helped them feel safe and gave them a sense of belonging. In nearly all the interviews under this sub-theme, a specific worker who had a profound impact on them was mentioned. The staff’s influence was expressed in various ways, mostly in terms of participants’ pre-care adversity or challenges. For example, one participant said:

The ones who truly made me feel a sense of belonging were the staff and one teacher. Specifically, my math teacher. At first, I didn’t want to be in her class. She convinced me, and all I had to do was sit; it was like this for months, she didn’t ask me to do anything else. We had a lot of conversations; she believed in me. The first time I took a test and received my first grade I couldn’t believe it was mine. She said she cared about me and that she believed I was smart (Michal, 21).

Moreover, participants described how the caring and trust they were given changed their perceptions regarding their place in the world and their entitlement to having a sense of belonging:

Life had hurt me through people I trusted. In care, the staff was different. They fought for my success, even when I wasn’t easy to deal with—when I was mean, ran away, got angry, or broke rules. What made me feel like I belonged was how the staff, counselors, and teachers joined forces to help me fit in with the group and grow personally. I remember, after I came back from being on the streets for a few months, they gave me extra lessons and saved my spot, keeping it just for me. Those were the moments when I felt I finally had a place in the world (Ofri, 21).

The Power of Peers in Care

Reflecting on their experiences, one-quarter of the participants emphasized how essential their friends had been and described how these relationships had helped them navigate tough times both in care and after. One participant said:

My friends helped me feel that I was part of something. That I was not alone. Some girls wanted to pick a fight with me in my first year in care, and my friends stood with me and told me what to do…These two friends transformed how I saw things; they made me feel connected to them (Salma, 25).

Another aspect highlighted by the participants was the support they got from their peer group in care, something they never felt at home, and its impact on their well-being:

I had two friends from the group from the first day I arrived in 8^th grade. They were home to me; both in and out of the care setting. They sensed when I was down, without me even saying so. They became the first people I turned to when I needed someone. Their homes felt like my home in a way I never felt before. They meant everything to me. Without them, I couldn’t have made it all those years (Talia, 21).

When I came to the care placement in 3rd grade, it was tough. Making friends with the other kids was tough because I thought they were all troublemakers. Then, the counselors noticed I was lonely and set up a “date activity” for me. Every night, I had a chance to hang out with one of the girls in the group. That’s when things changed for me. I started feeling like I belonged with my friends too, and I could be myself. After that, I really started to blossom. To this day I am still in close contact with some of them, and we help each other (Liel, 27).

Other participants described in particular the strong impact of activities (initiated by the staff) on their sense of belonging. They thanked the staff for planning these activities, saying that such activities helped them make friends, deal with their challenges, and form friendships that lasted after care:

The most significant help I got was the social activities organized by the team of counselors. The activity was the perfect platform to make me feel that I was part of something. It allowed me to introduce myself, to hear other people, and to make different kinds of friends. Once you start to know people, and find your friends, you feel a sense of belonging (Almaz, 23, new FSU immigrant).

Discussion

Based on life course theory (Elder et al., 2003), the focus of the current study was on the ways in which care leavers’ experiences while in care shape their lives as emerging adults and potentially contribute to their status during the transition to adulthood. As emerging adults, care leavers are in a critical period of development in which there are numerous opportunities for exploration and positive changes in preparation for adulthood (Arnett, 2000; McMahon, 2014). They face new and complex life tasks, including pursuing employment opportunities, higher education, and developing new social networks (Stein, 2012). In order to cope with the transition to adult life, they need both tangible/concrete life skills and intangible/soft skills (Atkinson et al., 2019).

Overall, the findings of the study indicate that the experiences of youth in care have a positive and lasting impact on both tangible and intangible skills among care leavers. These include improvements in social relationships, the realization of rights, and the development of personal capabilities such as self-trust and confidence. These findings highlight the potential positive influence of out-of-home placements on care leavers, particularly concerning the developmental tasks associated with emerging adulthood. These findings also correspond with the “time and place” principle of life course theory (Elder et al., 2003), which underscores the notion that events occurring throughout life have the power to mold an individual’s future.

The insights gained from the study suggest that despite their personal adversity and challenging social and familial backgrounds, young individuals have the capacity to utilize the resources provided during their time in care in a productive and meaningful manner. This finding also illustrates the principle of “agency” (Elder et al., 2003), which emphasizes that despite the influence of past experiences on individuals’ futures, they still maintain free will and the capacity to make decisions about their own lives.

Regarding the “life span development” principle (Elder et al., 2003), participants’ retrospective reports regarding their time in care, their descriptions of their experiences, and the impact of these experiences on their lives demonstrate that their growth and development continue throughout their lives. Furthermore, these changes can be both observable (e.g., further education) and non-observable (e.g., changes in self-perception). Indeed, the themes emerging from the young adults’ descriptions show that they experienced interpersonal development and changes in their views of themselves, including with regard to their personal traits, attitudes, coping skills, and the concrete outcomes they had achieved from adolescence to young adulthood.

These findings resonate with earlier reports from qualitative and longitudinal studies conducted among youth in care. These studies, including those by Taussig and Munson (2022) and Jones (2015), pointed to the beneficial aspects of out-of-home placements, particularly in terms of educational achievements and personal development.

In the context of life course theory, with a specific emphasis on the principle of inherent interdependence across life stages, the current study’s results suggest that for care leavers, the time spent in care significantly influenced their perception of the contribution of this care to various aspects of their lives. For instance, the findings illustrate how relationships with staff and peers during their time in care impacted participants’ ability to form meaningful connections with others in later life. These findings also align with the research of Brady and Gilligan (2018), highlighting the relevance of “timing” (Elder et al., 2003), and the sequence of events in the lives of care leavers.

In the Israeli context, these findings are bolstered by the fact that placements in Israel are relatively stable)average of nearly four years) compared to other countries (RAF Surveillance System, 2014). It is possible that long-term stays may help establish longer, more meaningful, and profound relationships, whose impact might endure over time. In addition, the care leavers’ diversity, including differences in gender and ethnicity, underscores the need for a more in-depth exploration of variations in the impact of care within different groups. Gender-specific and context-informed interventions are also needed, both during and after the care period.

In their literature review on care leavers’ perceptions regarding the transition out of care, Atkinson and Hyde (2019) emphasized the importance of reliable relationships for this cohort, highlighting the role of such relationships in motivating care leavers vis a vis personal goals and achievements. The current study’s findings show that relationships with peers and staff in care set the foundation for help-seeking, and trust in formal and informal figures both in care and after emancipation. These factors made care leavers more open to support and less inclined to solely rely on themselves (Samuels & Pryce, 2008). Given the fact that care leavers’ social support networks tend to be more limited after leaving care (Häggman-Laitila et al., 2020; Sulimani-Aidan, 2020b), their ability to seek new supportive figures and formal support systems in order to cope with the new challenges in their lives is extremely important.

Support for these conclusions can also be found in the scoping review of Mendes et al. (2023). In this review it was revealed that one of the most influential factors to impact the creation and maintenance of care leavers’ informal support networks was, actually, the very experience of growing up in out-of-home care. Specifically, effectively processing past trauma and feeling able to trust people again were identified as particular factors that might increase the likelihood of higher support during the transition to adulthood. Also, this aspect could be more crucial during the immediate and initial stage after leaving care.

The study revealed the significant role of staff and peers, as reflected in participants’ descriptions of a sense of belonging, coping, and well-being. These findings exemplify the theory’s principle of “linked lives” (Elder et al., 2003), which emphasizes the interconnectedness of past events with an individual’s current and future social networks. For these young adults, interactions in care, both social and therapeutic, potentially influenced their current relationships with others, fostering a greater sense of belonging and the ability to trust and form closer connections with new individuals in their lives. Indeed, earlier studies have shown that young people in care perceive the social support they receive as very gratifying, with positive implications for their mental health and life satisfaction (Ferreira et al., 2020). Moreover, social support provided by peers has been reported by young people in care as a coping strategy to help them deal with adversity (Fournier et al., 2014). Taken together, it seems likely that the support received in care contributes not only to these individuals when they are in care, but also has far-reaching implication for their lives during the transition to adulthood.

Finally, the in-care period should be recognized as the most influential period in the lives of care leavers. It is essential to actively involve and support youth while they are in care, to incorporate resilience-based interventions, and to focus on future-oriented strategies that will bolster their assets and resources. This approach will enhance their ability to adapt and cope more effectively as they transition into emerging adulthood.

Limitations

This study brings attention to the significance of in-care experiences in influencing the lives of care leavers during emerging adulthood. However, despite its merits, the study has a few limitations. Notably, there is a higher representation of young women compared to young men in this study, and a relatively high number of care leavers in higher education, potentially affecting the themes that emerged. Additionally, the researchers did not differentiate between the experiences of various groups based on age range, ethnicity, or the type of care setting. Further exploration, taking these features into consideration, could provide a more comprehensive understanding of the variations in perspectives and contributions. Also, the researchers did not include information regarding care leavers’ personal/familial histories or reasons for entering care. It is possible that these aspects could have had an impact on the way participants experienced their stay in care. Future studies that include these aspects could provide a more holistic and integrative picture.

Implications for Practice

In terms of implications for practice, in-care programs and activities should be oriented toward care leaving at every point, specifically during the last two years in care, to prepare and equip young adults with the necessary skills and knowledge for independent living. Although the issue of inadequate “formal” preparedness for leaving care is well documented in the literature (Häggman-Laitila et al., 2020; Moodley et al., 2020), care leavers’ descriptions of their experiences in care show that their skills for independent living are in some cases embedded/integrated within the routine activities in care. As such, awareness should be raised in order to create more opportunities linking everyday activities/interactions with their possible contribution to life after care.

In addition, the participants emphasized the lasting influence of out-of-home care in their transition into adulthood and highlighted the role of social support networks both in care and after care. Given previous evidence indicating the loss and weakness of social ties during the transition to adulthood (Sulimani-Aidan, 2020), professionals should spend time with youth to identify gaps in their support networks before leaving care (Adley & Jupp Kina, 2017). They should also aim to strengthen care leavers’ existing social ties and/or help them find new ones – people who can support them during the transition from care to independent living. Finally, given that peers play an important role during and after care, it is recommended that out-of-home care placements provide virtual and physical platforms to help care leavers sustain their relationships with peers after their emancipation from care.

Supplemental Material

Supplemental Material - Out-of-Home Care Experiences and Their Influence on the Journey to Adulthood: Insights From Care Leavers in Israel

Supplemental Material for Out-of-Home Care Experiences and Their Influence on the Journey to Adulthood: Insights From Care Leavers in Israel by Yafit Sulimani-Aidan, and Ilay Kovach in Emerging Adulthood.