Swedish study shows structured intervention boosts foster children's school grades
A replication study confirms that targeted support programs can significantly improve academic performance for children in foster care. The findings suggest computerized memory training may help address math deficits—offering policymakers a scalable intervention model that could reduce long-term educational inequality and associated social costs.
Originaltitel: Improving foster children´s school performance: a replication of the Helsingborgs study
<p>A replication of the Helsingborg study (Tideman, et al., 2011) was conducted in the municipality of Norrköping in 2008–2011. Results confirm the conclusions from the original study that children in foster care can benefit from a working model aimed to improve school performance. Furthermore, a possible way to address poor numeracy skills by computerised working memory training was identified. Implications for further research in active interventions to address underachieving foster children are discussed.</p>