Abstract
This paper explores the barriers and critical points in the educational trajectories of adolescent girls in residential care who have been placed in a specialist ward with addiction support. The aim of the study was to analyse specific factors that hinder or complicate secondary school studies.
Data were collected through semi-structured interviews with female clients, pedagogical staff of the institution for the performance of institutional education, pedagogical staff of the school facilities attended by the clients and parents of the clients. The documentation of the wards where the research participants are placed was also analysed.
Based on the analysis of the final battery of data, six main categories were identified as essential for monitoring critical points in the educational trajectory of adolescent girls with substance abuse experience in residential care: self-esteem, financial problems, inappropriate choice of field of study, problems in primary school, style of education, and lack of awareness of classroom teachers.