Low-Intensity, Home-Based Learning Interventions for 11–17-Year-Olds in Family Foster Care : A Scoping Review
(2026) In Journal of Evidence-Based Social Work (United States)- Abstract
- This is a scoping review of
low-intensity, home-based interventions promoting learning for
11–17-year-olds in foster care. Research shows that children in
out-of-home care fall behind in school compared to their peers.
Interventions to improve learning outcomes for these children typically
i) target young children or children aging out of care, and ii) require
many resources to implement. Low-intensity, home-based interventions for
foster children have shown promise. Materials and Methods: We used
scoping review methodology to comb through the research literature in
four languages across 15 databases. Results: From the resulting 1355
studies, we identified nine studies comprising seven... (More) - This is a scoping review of
low-intensity, home-based interventions promoting learning for
11–17-year-olds in foster care. Research shows that children in
out-of-home care fall behind in school compared to their peers.
Interventions to improve learning outcomes for these children typically
i) target young children or children aging out of care, and ii) require
many resources to implement. Low-intensity, home-based interventions for
foster children have shown promise. Materials and Methods: We used
scoping review methodology to comb through the research literature in
four languages across 15 databases. Results: From the resulting 1355
studies, we identified nine studies comprising seven interventions
meeting our inclusion criteria, which we categorized into three groups:
interventions with tutors as delivery agents (n = 3), interventions with
foster carers as delivery agents (n = 3), and interventions based on
distributed materials (without delivery agents) (n = 1). We describe the
interventions in each category, their key similarities and their
outcomes. Discussion: Interventions vary in delivery agents and session
structure, with tutor-led programs often aiming to improve math and
reading skills. While such interventions may have limited efficacy
compared to high-intensity alternatives, they offer advantages in
feasibility, reach and sustainability, potentially yielding broader
population-level impact. Geographic differences suggest contextual
factors influence delivery models. Matching interventions to children
with fewer support needs and ensuring fidelity is key to meaningful
outcomes. Conclusion: There is a need for more well-evaluated
low-intensity, home-based interventions that address the unique
contextual factors of out-of-home care. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/512de1ad-0dc6-4b19-9a8b-f35ff6de02a4
- author
- Baviskar, Siddhartha ; Thygesen, Stine ; Dencker-Larsen, Sofie and Bergström, Martin LU
- organization
- publishing date
- 2026
- type
- Contribution to journal
- publication status
- epub
- subject
- keywords
- home-based, Intervention, learning, low-intensity, out-of-home care, scoping review
- in
- Journal of Evidence-Based Social Work (United States)
- publisher
- Routledge
- external identifiers
-
- scopus:105029654655
- ISSN
- 2640-8066
- DOI
- 10.1080/26408066.2026.2624675
- language
- English
- LU publication?
- yes
- id
- 512de1ad-0dc6-4b19-9a8b-f35ff6de02a4
- date added to LUP
- 2026-03-02 10:06:08
- date last changed
- 2026-03-02 10:06:43
@article{512de1ad-0dc6-4b19-9a8b-f35ff6de02a4,
abstract = {{This is a scoping review of <br>
low-intensity, home-based interventions promoting learning for <br>
11–17-year-olds in foster care. Research shows that children in <br>
out-of-home care fall behind in school compared to their peers. <br>
Interventions to improve learning outcomes for these children typically <br>
i) target young children or children aging out of care, and ii) require <br>
many resources to implement. Low-intensity, home-based interventions for<br>
foster children have shown promise. Materials and Methods: We used <br>
scoping review methodology to comb through the research literature in <br>
four languages across 15 databases. Results: From the resulting 1355 <br>
studies, we identified nine studies comprising seven interventions <br>
meeting our inclusion criteria, which we categorized into three groups: <br>
interventions with tutors as delivery agents (n = 3), interventions with<br>
foster carers as delivery agents (n = 3), and interventions based on <br>
distributed materials (without delivery agents) (n = 1). We describe the<br>
interventions in each category, their key similarities and their <br>
outcomes. Discussion: Interventions vary in delivery agents and session <br>
structure, with tutor-led programs often aiming to improve math and <br>
reading skills. While such interventions may have limited efficacy <br>
compared to high-intensity alternatives, they offer advantages in <br>
feasibility, reach and sustainability, potentially yielding broader <br>
population-level impact. Geographic differences suggest contextual <br>
factors influence delivery models. Matching interventions to children <br>
with fewer support needs and ensuring fidelity is key to meaningful <br>
outcomes. Conclusion: There is a need for more well-evaluated <br>
low-intensity, home-based interventions that address the unique <br>
contextual factors of out-of-home care.}},
author = {{Baviskar, Siddhartha and Thygesen, Stine and Dencker-Larsen, Sofie and Bergström, Martin}},
issn = {{2640-8066}},
keywords = {{home-based; Intervention; learning; low-intensity; out-of-home care; scoping review}},
language = {{eng}},
publisher = {{Routledge}},
series = {{Journal of Evidence-Based Social Work (United States)}},
title = {{Low-Intensity, Home-Based Learning Interventions for 11–17-Year-Olds in Family Foster Care : A Scoping Review}},
url = {{http://dx.doi.org/10.1080/26408066.2026.2624675}},
doi = {{10.1080/26408066.2026.2624675}},
year = {{2026}},
}