Edge Hill University
Improving outcomes for care-experienced and estranged students (CEES): Co-producing cross-sector support through a Theory of Change approach
Care experienced and estranged students (CEES) face significant challenges in accessing, progressing through, and succeeding in further and higher education (Harrison, 2019; Stevenson et al., 2021; Baker et al., 2022). While much attention has been given to direct support for these students, there remains a pressing need to support the professionals who provide that guidance – across education, local authorities, and the third sector.
The Edge Hill University CEES Supporters Conference was designed to address this gap, offering a space for professionals to share practices, build partnerships, and reflect on how to enhance support systems for CEES students. The event was co-planned using a Theory of Change approach, involving a range of stakeholders, including Local Authorities, higher education institutions, and charitable organisations, to identify shared challenges and create measurable outcomes for improving CEES student progression.
Through keynote speeches, interactive workshops, and facilitated discussions, participants explored topics such as cross-organisation collaboration, supporting attainment, accessing charitable support, and the importance of lived experience. The conference also amplified student voice and showcased innovative practices across the sector.
This session will discuss the development and delivery of the conference, focusing on the benefits and challenges of co-production across sectors. It will reflect on how a Theory of Change framework can drive strategic collaboration, leading to lasting impact in supporting CEES students in further and higher education.
– Baker, Z., Harrison, N., Stevenson, J., and Wakeling, P. (2022) Patterns of postgraduate transitions amongst care-experienced graduates in the United Kingdom, Cambridge Journal of Education, 52(3), 349-368.
– Harrison, N. (2019). Patterns of participation in higher education for care-experienced students in England: why has there not been more progress? Oxford University Research Archive.
– Stevenson, J., Baker, Z., Harrison, N., Bland, B., Jones-Devitt, S., Donnelly, A, Pickering, N. and Austen, L. (2020). Positive impact? What factors affect access, retention and graduate outcomes for university students with a background of care or family estrangement? Unite Foundation.