Young Carers’ Educational Experiences and Support: A Roadmap for the Development of School Policies to Foster their Academic Success

Abstract

Young Carers (YCs) provide care for ill, disabled, or addicted family member(s) and may experience risk to their educational success. This study examined 145 YCs in Southern Ontario, aged 8-18, using surveys and found that many YCs considered school important and were doing well academically whereas some YCs’ education was negatively impacted. Correlational analyses revealed associations between caregiving time and missed school (r =.18, p = .030) as well as limit on future aspirations (r = .2120, p = .029). ANOVA analyses revealed that elementary-aged females placed higher importance on school than males (2 = .08, p = .036). Results also revealed that many YCs would use a variety of school services if offered, but over half would still prefer to maintain their caregiving role as a secret. Further findings and recommendations for supporting academic achievement are offered.