2021

Different Shared Living

Arrangements for Care Leavers

Rainbow’s approach and Models of Knowledge Development and

alternative care arrangements by Dissemination (KDDC),
Rainbow Homes Program
practicing NGOs
Acknowledgements

Knowledge Development and Dissemination Centre (KDDC) of Rainbow Homes Program have
prepared this report for private circulation. It is not a priced document. Any part of this report
may be reproduced for educational and other non-commercial purposes without written
permission, but with appropriate acknowledgment of the source.

Copyright @2021 Knowledge Development and Dissemination Centre (KDDC), Rainbow

Homes Program

Special Gratitude

o To the Rainbow’s State Program Managers, State team members of “Future” program in
sample cities for facilitating interviews with NGO representatives, young adults and Home
team members.
o To all the young adults and home team members across sample cities for sharing their
learnings and experiences
o To all the staff of selected NGOs for sharing their learnings and challenges in providing
alternative care for young adults after their transition from CCIs on attaining maturity.

Credits
Author : Team, Knowledge Development & Dissemination Centre (KDDC), Rainbow Homes
Program – Association for Rural and Urban Needy (ARUN)

Designed and Printed by : Print World, Delhi

Contact
Knowledge Development & Dissemination Centre(KDDC),
Rainbow Homes Program,
H.No. 1-1-711/C/1, Opposite Vishnu Residency,
Gandhi Nagar, Hyderabad- 500 080
Ph.: 040-27660017 | www.rainbowhome.in
 Different Shared Living
Arrangements for Care
Leavers
Rainbow’s approach and Models of alternative care
arrangements by practicing NGOs

A study by Knowledge Development & Dissemination Centre (KDDC)

Rainbow Home Program

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Contents
Chapter 1: Background and Context .................................................................................. 3
Introduction ........................................................................................................................................ 3
Why Aftercare Support? ..................................................................................................................... 4
Outcomes of Young Adults Leaving Care Institutions ..................................................................... 6
Rationale for The Study: Present Scenario ......................................................................................... 7
Methodology ....................................................................................................................................... 8
Limitations......................................................................................................................................... 10

Chapter 2: Legislative and Policy Frameworks for After Care .......................................... 12

International framework ................................................................................................................... 12
National policies, laws, and rules ..................................................................................................... 13
JJ Act and rules............................................................................................................................... 13
Housing policy for vulnerable population ..................................................................................... 17
Potential existing schemes and programs .................................................................................... 18
Enabling Schemes and programs to link with Aftercare ............................................................... 21
Challenges of After Care in India....................................................................................................... 23

Chapter 3: Supporting Young People living care-Rainbow’s Experiences and Challenges .. 27

Sample of Young Adults ................................................................................................................... 27
Transition preparedness and After Care Supports: Rainbow’s Approaches..................................... 27
Care Leavers’ Perceptions and challenges of Out-of-Home Care: Experiences and Challenges of
‘Housing’ ........................................................................................................................................... 35
Perceptions and challenges of the staff ............................................................................................ 43
Suggestions from Staff of Rainbow ................................................................................................... 45
Expectations of YA’s outside Rainbow’s care .................................................................................... 45

Chapter 4: Good Practice Models Supporting Transition from Care ................................. 48

Alternative living arrangements: Some global practices .................................................................. 48
Documentation of emerging and promising Aftercare interventions by sample organizations:
Special Focus on Housing .................................................................................................................. 49
SOS Children Village: Bangalore .................................................................................................... 50
Don Bosco: Kolkata, Hyderabad and Bangalore ............................................................................ 53
Baale Mane Trust, Bangalore......................................................................................................... 60
Mahima India, Kolkata ................................................................................................................... 63
Udayan Care, New Delhi ............................................................................................................... 66
Salaam Baalak Trust, New Delhi .................................................................................................... 70

Chapter 5: Conclusions and Recommendations .............................................................. 75

Effective transition/pathway plans for better coping on stepping out from care............................ 75
Effective Housing supports: Different Living Arrangements for YAs leaving care ............................ 79
Post care supports to transited care leavers .................................................................................... 84

References ......................................................................................................................................... 86

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Chapter 1: Background and Context
INTRODUCTION

Young people from 15 years of age who are transitioning from living in out-of-home care to
independence1 are a particularly vulnerable, disadvantaged and traumatised groups of
populations in our community, with many having experienced some form of abuse or neglect,
family violence or parental substance abuse prior to entering care. They often have to develop
independent living skills and manage on their own much earlier than other young people. It
is therefore critical that they receive significant planning and support to help them develop
the skills to become independent over time.2 The transition from adolescence to adulthood—
emerging adulthood—is recognised as a significant stage in the life cycle in developmental,
emotional and social terms. Young people leaving out-of-home care face this transition to
adulthood without family support and with significant extra barriers such as poor mental
health, intellectual and physical disabilities, and developmental delays. They are further
disadvantaged through structural impediments and economic and social policy factors, such
as the lack of affordable or appropriate housing and high unemployment.
Aftercare is an important final stage in the continuum of care, as it ensures smooth
rehabilitation and reintegration of a child in need of care and protection as they step into
adulthood.3 This is especially required, if a child has gone through a long period of
institutionalization. Given the structural framework of the child protection system, children
in Alternative Care are required to move out of the care settings to live independently as they
attain majority. Most of these children are not ready for independent living. Since they have
grown up in an environment of protection and control in the CCIs, they tend to get dependent
on the system. In the absence of adequate efforts to prepare them for transition, they need
the Continuum of Care in the form of Aftercare services for an extended period, to enable
community integration and independent living.4
Children going to complete 18 years of age (referred as ‘young adults’) in the Children’s/
Special Home, without any family fit to take care of them, are to be prepared to adapt
themselves to society and to encourage them to move away from institution-based life.
India’s Juvenile Justice (Care and Protection of Children) Act, 2000 (JJ Act) and the Integrated
Child Protection Scheme recognize the need for aftercare services for institutionalised
children to help them ‘lead an honest, industrious and useful life’. It is a period of the life
course that is recognised as requiring adequate resources and access to educational,

1
Independence is defined as ‘the development of practical, emotional and interpersonal living skills that enable
us to cope physically and emotionally and form effective social relationships’ (Dixon J and Stein M 2005,
Leaving care: through care and aftercare in Scotland, Jessica Kingsley, London). This is often referred to as
interdependence.
2
Victorian Department of Human Services. (2012). Care and transition planning for leaving care in Victoria: A
framework and guide. Melbourne: State Government of Victoria.
3
Beyond 18- leaving care institutions: Supporting Youth Leaving Care, A study of after care practices
4
ibid

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employment and housing pathways and options, in addition to the emotional and financial
support of family (Greeson & Thompson, 2014; Avery & Freundlich, 2009).
However, the most important after care interventions for young adults discharging from
Institutional care is to support them with shared accommodation arrangements. As per the JJ
Act, the aftercare services have to be available for young adults up to a period of 3 years from
discharging from the CCIs or until he/she has reached the age of 21 years. As also identified
under JJ act, the child has the right to be consulted and to have his/her opinion taken into
account in any matter or procedure affecting him/her and hence while arranging the
alternative accommodations for these children, the best interests of the children should be
of the paramount consideration.

WHY AFTERCARE SUPPORT?

Importance of transition from out of home care to independence for

young adults

The transition between late adolescence and early adulthood is a time period in limbo, usually
before marriage, completing one’s education and making definite plans for the future in
terms of life settlements as well as family settlements. This is the time when youth ideally
learn from their current decisions and make goals that move them toward self-sufficiency and
a steady income. The transition to adulthood is even more difficult for youth who are
removed from their homes and placed in Institutional Care or other “out of home” living
situations. Young adults who are within their family settings, continue to receive support and
guidance to develop the necessary social skills and networks to support their move from
dependence to independence whereas, young adults in institutional care settings have to
cope with the additional challenges while settling in independent lives out of institutional care
and need special interventions to develop the confidence, resilience and skills to be
productive citizens. Young adults in care settings are often more confused than young adults
in family settings when it comes to choosing a right career. In the absence of an efficient peer
group who can guide the children in care settings, regular intervention is needed from the
institution to cultivate skills that allow them to be independent. Studies cited by Stein (2004)
however, show that young people in out of home care have to cope with the additional
challenges of major changes in their early lives in a far shorter time than other young people.
Stein states that young people transitioning from out of home care have compressed and
accelerated transitions to adulthood (p.120). Mendes (2009) cites Cashmore and Paxman
(2006) and Mech et al. (1995), and reports that:
‘care leavers lack the social support networks typically utilised by young people as they make
the transition from child welfare dependence to adult independence. Many face
independences alone and isolated without a safety net of extended family, friends and wider
community supports such as neighbours, school teachers, sports coaches, and religious or
cultural associates.’ (p.38)

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Young people who leave out-of-home care in CCIs are to be provided with care and support
designed to address their particular histories and needs. The transition planning process in
any organization should be aiming to prepare them for their future and the capacity to live a
good life. Most commonly, as in cases of sample organizations selected for this study,
supports to the young people living care is up to the age of 25, with transition plan beginning
from the age of 15 years. Types of support commonly offered by all organizations involved in
providing out of home care and post care supports to young adults leaving care includes, help
to access legal identity documents, financial management, assistance in finding
accommodations, education and training, assistance in finding employment or legal advices,
assistance in access to health and community services, counselling and support services.

Importance of Housing Supports

Housing and homeliness are recognised as a significant issue for young people leaving care
(Crane et al., 2013; Johnson et al., 2010; Stein, 2012). Hence, the most important aftercare
intervention is to find affordable and adequate housing for young person leaving care, as most
of them lack access to family/parental safety nets. It is often argued that safe, affordable and
secure housing options are vital for young care leavers for improving outcomes in other areas
relevant to the transition to independence; for example, employment, education etc. Studies
found that stable accommodation was associated with the ability of care leavers to form
healthy, secure relationships, social connectedness and better work, education and training
opportunities.5
Avery and Freundlich (2009) argued that young adults leaving care organizations lack
significant social capital compared to their peers. Social capital (as applied to the issue of
emerging adulthood) is: An interpersonal resource upon which individuals can draw to
enhance their opportunities in life … It is formed as a result of relationships between parents
and children, and is enhanced when the family is embedded in social relationships with other
families and community institutions (Avery & Freundlich, 2009, p. 252).
However, very few young adults leaving care organizations have connections with parents or
access to family safety nets. Without access to adequate resources and supports, these YAs
faces difficulties in negotiating the transition to independence successfully: particularly in the
context of economic and social policy factors affecting this transition, such as housing costs
and lack of employment (Greeson & Thompson, 2014; Mendes et al., 2011b). As a result, and
for a range of other structural and economic reasons, these young people are at the risk of
homelessness. Furthermore, these young people may experience a wide range of other issues
such as family breakdowns, domestic violence, criminal offending, substance abuse etc.
leading to housing instability; for example, frequent moving, transitional or temporary
housing or housing uncertainty (Craig, Halfpenny, & Stockley, 2012).

5
Incremental transitions from care: The cluster housing model. Developing Practice;
Availability: https://search.informit.com.au/documentSummary;dn=641094251314639;res=IELHSS

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Outcomes of young adults leaving care institutions

A considerable body of research from small-scale qualitative studies and international

research indicate that young people who exit care experience significant social and economic
marginalisation and including a range of poor educational and health outcomes (McDowall,
2009; 2013; Mendes et al, 2011b; Stein, 2012; Stein & Munro, 2008):
 homelessness and/or housing instability (Crane, Kaur, & Burton, 2013; Flatau,
Thielking, MacKenzie, & Steen, 2015; Johnson et al., 2010);
 significantly higher rates of mental illness compared to the general population
(Akister, Owens, & Goodyer, 2010; Rahamim & Mendes, 2015);
 unemployment/underemployment (Dixon, 2007; Mendes, 2009);
 substance abuse issues (Cashmore & Paxman, 1996; 2007; Johnson et al., 2010);
 involvement in the youth criminal justice system (Mendes et al., 2014);
 early parenthood (Fairhurst, David, & Corrales, 2016); and
 low educational attainment (Rogers, 2015).

The Beyond 18 study is recently undertaken by a Delhi-based organization Udayan Care,

which shows that young people leaving care are placed at a unique disadvantaged situation,
due to lack of any preparation for transition from Children Homes as well as the absence of a
supportive ecosystem around them once they leave care.6 Based on data collection in five
states, this report established the importance of Aftercare support with empirical evidences
of how some young adults leaving care, who receives some supports are better placed in
terms of social and development outcomes, such as educational attainments, independent
living skills, mental health status etc. These include,
 lack of aftercare supports in states, especially housing supports for girls by government
and organizations providing care
 reduced access to mental health services during and post transition from care
 acquired educational qualifications and skills not matching the academic needs and young
people’s aspirations
 lack of independent living skills by young people leaving care
 inadequate financial investment by the states for after care to provide comprehensive
aftercare services to young people who exit CCIs, resulting in tremendous pressure on
young people leaving care in order to start earning early and becoming financially
independent.
 Lack of access to entitlements and legal identity documents, such as domicile, residence
proof and accessing financial services (PAN), except Aadhar and Educational certificate.
 Gender disparity in the domains of Independent living skills, housing, physical health,
emotional wellbeing and financial independence, financial security and access to financial
services.
 Lack of human resources in CCIs and child protection system in the states to complete
responsibility of transition plans and their executions post exit from CCIs.

6
Beyond 18 Leaving Child Care Institutions: Supporting Youth Leaving Care; Udayan Care; web:
https://www.udayancare.org/upload/Reports/2019-20/Full%20report_%20Beyond%2018.pdf

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RATIONALE FOR THE STUDY: PRESENT SCENARIO

The care experience, relationships with the staff members, peer support, family situation and
organization policies affect the young people’s preparedness to leave care on attaining age of
maturity. The preparedness for transition in turns impacts the experiences after leaving care.
Young people having smooth transition are more equipped to deal with the nuances of daily
life, whereas young adults having sudden or disturbing exit continues to face difficulties and
adjustment issues after leaving care. Rainbow Homes Program through its “Futures Program-
Udaan” prepares young adults in Rainbow Homes and Sneh Ghars helping them to build
confidence, resilience and social skills to facilitate a smooth transition to independent living.
Under this program, young adults transiting from Rainbow Homes and Sneh Ghars in cities-
Kolkata, Hyderabad and Delhi are supported with their choice of living arrangements in i)
rented group homes, ii) social welfare hostels, iii) working women mess/hostel etc. Some of
the young adults living outside in the arrangements mentioned here are already into part-
time or full-time work whereas some are pursuing higher studies or vocational training
courses beside exploring part-time job opportunities.
Rainbow’s recent research study7 on experiences of young adults who, on attaining age of
maturity, got out of the care of Rainbow Homes to settle in life of outside world, revealed a
variety of challenges including: job instability, housing instability, lack of social support and
lack of financial support, all of which contributed to a greater sense of hopelessness in these
young people’s lives. The report showed how despite suffering injustice, discrimination and
denials, most of the young adults had been able to overcome obstacles because of assistance
in accessing vocational trainings, practical skills required for independent living, integrated
employment and social reintegration.
However, in practice, difficulties in the context of living in shared accommodations, post
transition from Rainbow Homes persisted. Finding appropriate accommodation was one of
the biggest challenges for the young adults leaving care. Because living expenses are quite
high in metropolitan cities, finding cheap but secure accommodation was very difficult. The
problems ranged from difficulties in accessing low-cost rented group homes near to the
institution or workplace to adjustment issues with flatmates to maintaining rules/ regulations
in shared accommodations, due to long working hours for some young adults.
The rationale behind undertaking this study is to document the good practices developed
by the NGOs over the years as part of aftercare interventions, particularly in terms of
arranging different housing supports. The study also attempts to go deeper in
understanding the challenges of young adults in their present set ups of housing and their
opinion to improve post transition living. The ultimate goal is to provide guidelines and
recommendations on successful interventions of post-transition independent living for
young adults, inferring examples of good practices by Rainbow Homes Programs and
sample organizations.

7
Journey to becoming- From Streets to Care & Social Reintegration; Life Stories of YAs of Rainbow Homes and
Sneh Ghars

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METHODOLOGY

This paper focuses on the aftercare needs of young people in general and the Housing
Supports in particular, after leaving care institutions on attaining maturity age, it attempts to
find the struggles of the young adults in need of after care services. It examines the housing
pathways and options available for these young adults transitioning to adulthood after leaving
care, describe experiences of young people who left the residential care and availing different
housing options and then goes on to examine the literature on how best to support young
people leaving care, in the context of accommodation arrangement outside care system.

Broader Objectives

 Understand the challenges faced by young people who left the residential care and also
the organizations providing after care support.
 Understand and document expectations of young people who left the care institutions
and availing different housing options outside care.
 The best practices of support to approaches and processes to prepare and support
young people transitioning from out-of-home care.
 Effective aftercare interventions that support children and young people to develop the
skills and resources to grow into mature young adults.
 Best practices by different organizations in providing types of housing options for
providing a bridge for young people from care to independence.
 Suggest measures for interventions to bring qualitative improvement in aftercare.

Research Questions

At the policy and practice levels by organizations including RHP, the study, therefore attempts
to find out answers to following questions:

- What are the different after care options (focusing on living arrangements) for young
adults adopted by different organizations (from temporary care to long term care)? How
can the different aftercare living options be translated into practice?
- What are the challenges, expectations and demands of young people who have been
living independently in different shared accommodations?
- What are the different supports given to young adults who are living independently in
different shared living arrangements? How these supports can be strengthened?
- What kind of capacity building needs are there for the stakeholders to prepare YAs for
smoother management of shared living accommodations?
- What are the bottlenecks faced by the organizations running after care accommodation
arrangements for YAs leaving Institutional care?

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- Whether there is a transition from supported group living to independent group living in
the existing after care models practiced by other NGOs? What actually works better?
- Whether mentored living arrangements are better than unsupported living for care
leavers?

Sample Designs

The study piloted in four sample states viz: Kolkata, Delhi, Hyderabad and Bangalore and
followed a mixed method of quantitative and qualitative data collection to understand the
present challenges faced by young adults leaving care and the status of after care services by
few care organizations in sample states. Organizations selected for the study were-
i) SOS-children village- Bangalore
ii) Don Bosco Ashayalam, Kolkata
iii) Navjeevan Don Bosco, Hyderabad
iv) BOSCO Yuvakendra, Bangalore
v) Baale Maane Trust, Delhi
vi) Udayan Care, Delhi
vii) Mahima India. Kolkata
viii) Salam Balak Trust, Delhi
The study aims to understand the aftercare practices, different accommodation
arrangements for the children leaving care, challenges in the transition process, etc. The
interview questions also included discussion points to collect recommendations and
understand the key informants’ reflections on possible solutions on aspects of aftercare,
especially on living arrangements.

Data collection procedures

On the first hand, relevant information on different approaches of Aftercare had been
collected through primary literature reviews. International and national research studies,
articles, laws and policies studied to understand the existing practices of Aftercare, especially
focusing on the available living arrangements for children leaving care institutions.
Secondly, apart from literature reviews, collecting information from stakeholders and key
informants in sample organizations in the field of child care was the important component of
data collection in this study. The data collection process included administration of in-depth
semi-structured interviews and open-ended interviews with the key informants such as the
head of the organizations and other staff responsible for direct implementations. The
interviews were taken with prior information about the study and taking due consent from
the key informants for the discussion.
Thirdly, the focused group discussions were done with young adults of Rainbow Homes
Program who had moved from the care on attaining the age of 18 years and now leaving in
different shared accommodations (such as in groups, hostels, swadhar homes etc.) with

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and/or without support from the organization. The criteria for selection of young adults for
focused group discussion was that they completed 18 years of age and must have stayed in
Rainbow’s care for a long term. A total of 67 young adults in 4 sample cities who left care
homes at 18 and staying in different living arrangements has been included in the FGDs at the
time of their convenience, thus not disturbing their regular schedules of work or attending
educational classes. FGDs with young adults were arranged either at their places of
accommodations or Rainbow’s office premises in sample states. A semi-structured
questionnaire guided the FGDs to keep the discussion focused, which focused on transition
from care experiences of Young Adults in different accommodations. This method of
interactive dialogues allowed young adults to express their feelings and experiences in their
own language and thus helped us discovering the realities faced by them. All the interviews
were audio taped and later transcribed verbatim, which formed the database for this study.
Since, mostly the qualitative information received regarding aspects of aftercare and that
many of the practices, gaps, challenges and opinions on solutions were common across
sample states, as described by the practitioners and/or young adults leaving care, the study
did not attempt to consolidate qualitative information. Instead, the few common
areas/practices are taken in order to elicit pertinent recommendations in response to the
gaps.

Ethical considerations

Alike all other research studies undertaken by Rainbow Homes Program, this study also
followed the organization’s ethical protocols to maintain confidentiality, privacy and dignity
of the Rainbow’s young adults as well as stakeholders involved in the study. Before taking the
Rainbow’s young adults into focused group discussions, the objectives of the study were
clearly explained by both the research team as well as the state team members and the
information provided by them has been used after due consent of the young adults. Similarly,
data from the representatives of NGOs studies for this research were collected after clearly
explaining the objectives and taking due consent about usage of information provided by
them.

LIMITATIONS

- Very small sample size and therefore problems depicted in different living arrangements
might be restricted. Extending the sample in other cities might bring rich information on
the experience of children and impact on children staying in different living set ups. Also
due to small sample size the findings may not be representative of the experiences of the
cross section of population of care leavers. Hence the results of this qualitative study
cannot be generalised.

- Inability to reach young person leaving care long before and hence young adults in the
sphere of Organization’s “Future” program had been reached out. Since many of the YAs

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 interacted had just moved from the organizations and started living outside, the
challenges described by them could be exaggerated.

- Another important limitation has been the absence of proper documentation of aftercare
practices by organizations. Also, very limited number of literatures existed in public
domain on interventions of aftercare, especially in terms of supporting care leavers to
cope with challenges of outside living.

- Responses and opinions from stakeholders and young children have been taken as they
were narrated. No mechanism to validate responses provided by the stakeholders
because of lack of documents on interventions shared by them.

- Most of the organization’s studies found to be providing emotional and to some extend
financial supports to the care leavers after they move away from the organization.
However, in the absence of funding support from government, the interventions for
young adults living outside were not uniform in the organizations. Hence, any conclusion
on financial contributions required by the care leavers at different point of time after
leaving care could not be drawn.

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Chapter 2: Legislative and Policy
Frameworks for After Care

Research suggests that the impact of national policy decisions and the role of other national
and international non-governmental bodies, have a significant influence on the post care-
leaving experience of young people (Nagrath, 2005; Pinkerton, 2011). Consequently,
facilitating legislative reforms, policy development, transparency in practice, and data
accessibility is recommended (Ahuja, 2013; Mendes et al., 2014). Evaluations, studies and
government reviews/inquiries, however, have demonstrated that there are continuing
shortfalls in policy and legislation, and that young people continue to face difficulties in the
transition period (Child Protections Systems Royal Commission, 2016; Johnson et al., 2010;
McDowall, 2009, 2013; Mendes et al. 2014; Mendes et al., 2016; Senate Community Affairs
Reference Committee, 2015; Whyte, 2011).

International framework

The UN Guidelines for the Alternative Care of Children, 20091 mentions that all states should
adopt policies and procedures which favour information-sharing and networking between
agencies and individuals in order to ensure aftercare and protection for these children. In
order to support aftercare, it gives guidelines to the agencies and facilities.
 To ensure appropriate aftercare and/or follow up with clear policies and procedure that
should aim at preparing children to assume self-reliance and to integrate fully in the
community, notably through the acquisition of social and life skills, which are fostered by
participation in the life of the local community.
 The process of transition from care to aftercare should take into consideration children’s
gender, age, maturity and particular circumstances and include counselling and support,
notably to avoid exploitation. Children leaving care should be encouraged to take part in
the planning of aftercare life
 Special efforts should be made to allocate to each child, whenever possible, a specialized
person who can facilitate his/her independence when leaving care.
 Aftercare should be prepared as early as possible in the placement and, in any case, well
before the child leaves the care setting.
 Ongoing educational and vocational training opportunities should be imparted as part of
life skills education to young people leaving care in order to help them to become
financially independent and generate their own income.
 Access to social, legal and health services, together with appropriate financial

1
Guidelines for the Alternative Care of Children. Web:
https://www.unicef.org/protection/alternative_care_Guidelines-English.pdf

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National policies, laws, and rules

The national plan of action 2016 refers to “Child Protection” as one of its priorities and
recognizes vulnerable categories of children who need intervention. However, the national
policy does not explicitly recognize the vulnerabilities of children leaving CCIs and the need
for Aftercare.2 Under its priorities to “Strengthen Institutional Mechanisms for rehabilitation
children in conflict with law as per provisions of JJ Care and Protection of Children Act”, the
NPC 2016 made some actionable points to:
i) Provide for a comprehensive After Care Program to enable children discharged
from institutional care to effectively reintegrate into the community, beyond mere
financial support;
ii) Develop a comprehensive model for the Aftercare facilities, in different districts
for children attaining adulthood and who are out of family care network, to make
available provisions for continued education, career counselling, mentoring, job
placement.
iii) Promote peer group support as a part of Aftercare plan
The National Policy for Youth, 2014 recognizes the need for government policies to be
inclusive and to ensure that the youth population in the country do not suffer from stigma or
discrimination. The NPC mentioned about prioritizing interventions for youth-at-risk
providing “support and create equitable opportunity for all disadvantaged and marginalised
youth” with priority areas including education, health, sports, promotion of social values,
participation in politics and governance, Employment, Skill development and many more.3
The National Skill Development Policy, 2015 envisioned to create an ecosystem of
empowerment by skilling on a large Scale at Speed with high Standards and to promote a
culture of innovation based entrepreneurship, which can generate wealth and employment
to ensure Sustainable livelihoods. The core objective of the Policy is to empower the
individual, by enabling her/him to realize their full potential through a process of lifelong
learning, where competencies are accumulated via instruments such as credible
certifications, credit accumulation and transfer, etc. The policy recognizes the vulnerabilities
of young people and focus on an outcome-based approach towards quality skilling by
providing seamless integration of skill training with formal education.
Despite state and national government commitment to better support young people leaving
care, the After Care program, which is the key pillar in the delivery of rehabilitative services
for adolescents and young adults out of home care, is a neglected and largely unaddressed
program in India from the part of Government. Legislation recognizes the need for After Care
services for institutionalized children to help them “to lead an honest, industrious and useful
life”. The existing legal framework also recognizes that the transition period is an additional
three years of support and services to young people reaching the age of majority.

JJ Act and rules

2
Beyond 18, Udayan Care
3
National Youth Policy, 2014, pg no- 23

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The legal foundation of the Child Protection mandate in India is the Juvenile Justice Act which
first came into force in 1986. The combination of a growing focus on the issue of juvenile
justice as well as the pressure faced by the government to submit a Country Report to the
Committee on the Rights of the Child outlining concrete achievements, apparently inspired
the Ministry for Social Justice and Empowerment to draft a new law, the final outcome of
which was the Juvenile Justice (Care and Protection of Children) Act, 2000 that made the age
limit of 18 years uniform for both boys and girls in consonance with the CRC and sought to
facilitate speedy disposal of disputes. This Act was seen to be weak on care jurisdiction and
inadequate in after care and follow-up of the children in difficult circumstances, hence
amended in 2006 as Juvenile Justice (Care and Protection of Children) Amendment Act 2006
bringing under the Ministry of Women and Child Development (MWCD). The Act has got
amended once again as Juvenile Justice (Care and Protection of Children) Amendment Act
2015 with some notable changes in clauses. The JJ Act, 2015, which came into force on 1st
January 2016, clearly articulates the objective of Aftercare as being a service ‘to facilitate
child’s re-integration into the mainstream of the society’ (JJ Act, 2015, Section 46). Aftercare
is defined under Section 2(5), JJ Act, 2015, as “making provision of support, financial or
otherwise, to persons, who have completed the age of eighteen years but have not completed
the age of twenty-one years, and have left any institutional care to join the mainstream of the
society”. Section 46 states that any child leaving a CCI on completion of eighteen years may
be provided with financial support in order to facilitate child’s re-integration into the
mainstream of the society in the manner as may be prescribed. The State Governments, by
rules made under the Juvenile Justice Act, provide for i) the establishment or recognition of
After Care organizations and its functions, ii) a scheme of After Care programme for the
purpose of taking care of juveniles or the children after they leave special homes, children
homes, on reaching 18 and for the purpose of enabling them to lead an honest, industrious
and useful life.
Juvenile Justice Model Rules (JJR) by WCD

Rule 25 (1)(2): Aftercare of Children Leaving Institutional Care: State Government shall
prepare a programme for children who have to leave Child Care Institutions on attaining
eighteen years of age;
Rule 25(3): The District Child Protection Unit shall prepare and maintain a list of organisations,
institutions and individuals interested in providing after care as per their area of interest such
as education, medical support, nutrition, vocational training etc;
Rule 25(5): CWC will examine the effectiveness of the aftercare programme, particularly
whether it is being utilized for the purpose for which it has been granted;
Rule (6): Children who are placed in aftercare programme, shall be provided funds by the
State Government for their essential expenses;
Rule 39(4)(xii): The Management Committees of each CCI must be planning post-release or
post-restoration rehabilitation programme and follow up for a period of two years in
collaboration with after care services;
Rule 83(4)(vi)(vii): The Juvenile Justice Fund may be utilised by the State Government for
providing after care facilities and entrepreneurship fund for providing capital and
infrastructure to persons who have crossed the age of eighteen within institutionalized care,
for starting up small businesses to support reintegration into mainstream life; providing
support for after care;

14 | P a g e
Rule 84(1)(v): SCPS to develop programmes for Aftercare;
Rule 84(1)(x): SCPS to maintain database of Aftercare organisations;
Rule 85(1)(xviii): The District Child Protection Unit shall facilitate the implementation of after
care; maintain a database of after care organisations and institutions etc. at the district level;
Rule 85(1)(x): DCPU to implement Aftercare programme as per CWC order and SCPS plan.

State Wise JJ Model Rules

DELHI
Rule 17(vii)(j): CWC must maintain the following records in a register: children placed in
aftercare.
Rule 38(1)(2): State govt to set up after care program for children after they leave CCIs
and the program may be made available by the District or State Child Protection Units in
collaboration with voluntary organizations for 18-21 years old persons who have been
pursuing education or vocational training in the institutions and have no place to go to or
are unable to support themselves.
Rule 68(3): The whole-time staff in a after care organization must consist of Case
Workers.
Rule 71: Certification or recognition and transfer of Management of after care
organizations: The State Government shall, after verifying the provisions made in the
organization for the boarding and lodging, general health, educational facilities,
vocational training and treatment services may grant certification or recognition for a
maximum period of 3 years at a time
Rule 81(e): The District Child Protection Unit shall coordinate and implement after care
programs in the districts as per CWC order and SCPS plan
Form 19 under Rule 38(3): Order of Aftercare Placement: Provide all possible
opportunities for her/ his rehabilitation and reintegration in its truest sense.

TELANGANA (Draft Rules 2017)

Rule 24 (1)(2)(3)(4)(5)(6)(7)(8)(9): Aftercare organizations: State Government shall set up
an aftercare programme for care of juveniles or Children after they leave Special homes /
Children's homes; Aftercare programmes shall be made available for 18-21 year old
persons; the programme will include, Community group housing on a temporary basis for
groups of young persons aged 18-21 years, Encouragement to learn a vocation or gain
employment and contribute towards the rent as well as the running of the home,
Encouragement to gradually sustain themselves without state support and move out of the
group home to stay in a place of their own after saving sufficient amount through their
earnings, Provision for a peer counsellor; Stipend till youths get employment; Loans for
youths aspiring entrepreneurial activities.
Rule 57: The Superintendent of Home shall maintain Register of aftercare supervision
Rule 72: Certification or recognition and transfer of Management of Institutions and after
care organization
Rule 83(2) (e): The District Child Protection Unit shall implement aftercare as per CWC
order

KARNATAKA

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Rule 40 (1)(2)(3)(4)(5)(6)(7)(8)(9): Aftercare organizations:
 State Government shall set up an aftercare programme for care of juveniles or
Children after they leave Special homes / Children's homes;
 Aftercare programmes shall be made available for 18-21 years old persons;
 the programme will include, Community group housing on a temporary basis for
groups of young persons aged 18-21 years, encouragement to learn a vocation or gain
employment and contribute towards the rent as well as the running of the home,
encouragement to gradually sustain themselves without state support and move out
of the group home to stay in a place of their own after saving sufficient amount
through their earnings, provision for a peer counsellor;
 Stipend till youths get employment;
 Loans for youths aspiring entrepreneurial activities.

Rule 41(4): To promote the rehabilitation and economic independence of youth in the
Aftercare programme the State Government shall develop effective networking and
linkages with local voluntary organizations for specialized services and technical assistance
like vocational training, education, health care, nutrition, mental health intervention, drug
de-addition and legal aid services
Rule 70(3): The whole-time staff in a aftercare organization must consist of Case Workers
Rule 70: Certification or recognition and transfer of Management of Institutions and
aftercare organizations.
Rule 81(e): The District Child Protection Unit shall coordinate and implement after care
programs in the districts as per CWC order and SCPS plan

WEST BENGAL
Rule 25 (1)(2) : Aftercare of Children Leaving Institutional Care: State Government shall
prepare a programme for children who have to leave Child Care Institutions on attaining
eighteen years of age;
Rule 25(3): The District Child Protection Unit shall prepare and maintain a list of
organisations, institutions and individuals interested in providing after care as per their
area of interest such as education, medical support, nutrition, vocational training etc
Rule 25(5): CWC will examine the effectiveness of the aftercare programme, particularly
whether it is being utilized for the purpose for which it has been granted
Rule (6): Children who are placed in aftercare programme, shall be provided funds by the
State Government for their essential expenses
Rule 39(4)(xii): The Management Committees of each CCI must be planning post-release
or post-restoration rehabilitation programme and follow up for a period of two years in
collaboration with after care services
Rule 78(4)(vi)(vii): The Juvenile Justice Fund may be utilised by the State Government for
providing after care facilities and entrepreneurship fund for providing capital and
infrastructure to persons who have crossed the age of eighteen within institutionalized
care, for starting up small businesses to support reintegration into mainstream life;
providing support for after care
Rule 79(1)(v): SCPS to develop programmes for Aftercare
Rule 79(1)(x): SCPS to maintain database of Aftercare organisations
Rule 79(1)(xviii): The District Child Protection Unit shall facilitate the implementation of
aftercare; maintain a database of child care institutions, specialised adoption agencies,

16 | P a g e
 open shelter, fit persons and fit facilities, registered foster parents, after care
organisations and institutions etc. at the district level

Housing policy for vulnerable population

The formulation of National Housing Policy is an ongoing process which started in 1986 and
revised in 1998. However, the urban housing sector has been facing emerging challenges with
regard to availability of affordable shelter, growth of slums, and gaps in provision of basic
services to the urban poor. The National Urban Housing & Habitat Policy 20074 seeks to
promote various types of public-private partnerships for realizing the goal of “Affordable
Housing for All’ with special emphasis on vulnerable section of society such as, Scheduled
Castes / Tribes / Backward Castes / Minorities, empowerment of Women within the ambit of
the urban poor. The National Urban Housing and Habitat Policy, 2007 also lays special
emphasis on provision of social housing for the EWS/LIG categories so that they are fully
integrated into the mainstream of ecologically well-balanced urban development.
In order to augment sustainable and affordable housing stock along with related
infrastructure like water, drainage, sanitation, sewerage, solid waste management, electricity
and transportation, the policy instructed states to have Action Plans of that should focus on
accelerated flow of funds for housing (including various cost-effective slum-related options)
and infrastructure. The State/UT Action Plan should also encourage promotion of planned
and balanced regional growth, creation of sustainable employment opportunities, protection
of weaker sections/ vulnerable groups preferably in their present residential location,
conservation of urban environment and promotion of public private partnerships.
The Five-Year Plans and Housing for poor

The policies of housing have been cited since first five-year plan in India. In the First Five
Year Plan (1951-56), the emphasis was given on institution building and on construction of
houses for Government employees and weaker sections.
The scope of housing programme for the poor was expanded in the Second Plan (1956-61)
including schemes like Rural Housing, Slum Clearance and Sweepers Housing.
The general directions for housing programmes in the Third Plan (1961-66) were co-
ordination of efforts of all agencies and orienting the programmes to the needs of the Low-
Income Groups. A Scheme was introduced in 1959 to give loans to State Govts. for a period
of 10 years for acquisition and development of land in order to make available building sites
in sufficient numbers.
In the Fourth Plan (1969-74), Scheme for Environmental Improvement or Urban Slums was
undertaken with a view to provide a minimum level of services, like, water supply,
sewerage, drainage, street pavements in 20 cities.
The Urban Land (Ceiling & Regulation) Act was enacted to prevent concentration of land
holding in urban areas and to make available urban land for construction of houses for the
middle and low-income groups in Fifth Plan (1974-79).
The thrust of the planning in the Sixth Plan (1980-85) was on integrated provision of
services along with shelter, particularly for the poor.
4
https://www.nhb.org.in/Urban_Housing/HousingPolicy2007.pdf

17 | P a g e
 The Seventh Plan (1985-90) explicitly recognised the problems of the urban poor and for
the first time an Urban Poverty Alleviation Scheme known as Urban Basic Services for the
Poor (UBSP) was launched. As a follow-up of the Global Shelter Strategy (GSS), National
Housing Policy (NHP) was announced in 1988. The long-term goal of the NHP was to
eradicate houselessness, improve the housing conditions of the inadequately housed and
provide a minimum level of basic services and amenities to all.
The Eighth Plan (1992-97) identified that widening gap between demand and supply of
infrastructural services badly hitting the poor, whose access to the basic services like
drinking water, sanitation, education and basic health services.
According to the policy thrust for the Ninth Plan (1997-2002), state and local governments
were expected to act as manager of the whole housing and urban development process.
The Tenth Plan (2022-2007) suggested provision of free housing only to the landless SC/ST families
and shift to a credit-cum subsidy scheme for the other BPL families, since National Common
Minimum Program (NCMP) promised housing for weaker sections in rural areas to extend on a large
scale.
In Eleventh Plan (2007-12), the Bharat Nirman Program has recognized and accorded due priority
to the need to end shelter lessness and planned to implement the housing component of the
program in parallel with Indira Awas Yojana scheme. The Twelfth Plan has constituted a ‘Working
Group on Rural Housing’ to enable meaningful collaborations between diverse stakeholders –
Central and State Governments, Panchayati Raj institutions (PRIs), beneficiary families, Non‐
Governmental Organizations (NGOs) and, corporate bodies to address housing shortage in rural
India, estimated at 40 million households until the end of the twelfth plan period.
In the Twelfth Plan (2012-2019), the Planning Commission constituted a ‘Working Group on Rural
Housing’ that recommended a multi‐pronged approach to service the financial needs of different
segments of the rural population for house construction and up‐gradation, such as, support BPL
families under IAY, provide ‘productive housing’ loans for BPL, enhance access to land by the poor,
improve quality of IAY Houses etc.

Source: Govt of India, Ministry of Urban Development

Potential existing schemes and programs

After care provisions for young person leaving care in order to help them sustain themselves
during the transition from institutional to independent life are very limited in the country.
There are very limited number of schemes and programs designed exclusive for children
leaving care, except Integrated Child Protection Scheme which has an exclusive component
of Aftercare. Other social security and welfare schemes where care leavers can access
benefits are mostly provisioned for youth, and not exclusively for children leaving care.

Integrated child protection scheme and aftercare provisions under ICPS

The only scheme that provides guidelines for Aftercare program with selection of suitable
Government and voluntary organizations to run the Aftercare program is the Integrated Child
Protection Scheme (ICPS). As per the revised framework of ICPS, the District Child Protection
Units (DCPUs) are shouldered responsibility to implement Aftercare Program for children

18 | P a g e
without family or other support who leave institutional care after they attain 18 years of age,
so that these young adults sustain themselves during the transition from institutional to
independent life. DCPU shall identify suitable voluntary organizations that will run such
Aftercare Programs.
These organizations shall formulate an after-care program for these children, providing food,
clothing, health care and shelter; age appropriate and need based education, vocational
trainings etc. for a period of three years in accordance with the provision laid down under the
Juvenile Justice (Care and Protection of Children) Act 2000 and its rules developed by central
and state governments. Based on the case-to-case basis, a JJB/CWC can order placement of a
juvenile/child in the aftercare program. The JJB/CWC shall mark a copy of the order to the
DCPU for arranging aftercare for the juvenile/child as per the provisions laid down under the
Juvenile Justice (Care and Protection of Children) Act 2000 and respective State Rules under
the Act.
After Care components in ICPS

 Encourage young persons to learn a vocation or gain employment and contribute

towards the rent as well as the running of the home
 Encourage young persons to gradually sustain themselves without state support and
move out of the group home to stay in a place of their own after saving sufficient
amount through their earnings
 Provision for a peer counsellor to stay in regular contact with these groups to discuss
their rehabilitation plans and provide creative outlets for channelizing their energy
and to tide over the crisis periods in their lives
 Provision of stipend during the course of vocational training until the youth gets
employment
 Provide loans for youths aspiring to set up entrepreneurial activities
 Community group housing on a temporary basis for groups of 6-8 young persons

Housing Models under ICPS5

 Dedicated institution for Aftercare to be considered in metropolitan cities (Mumbai,

Delhi, Bangalore, Chennai and Kolkata) with maximum capacity of 25 young adults.
Here, the home is run by the aftercare organisation including, housekeeping, kitchen
etc. However, day to day management could be done by children’s committees.
 Young adults to stay in groups of 4 to 8 in an accommodation taken on rent in a suitable,
safe residential locality as a family unit and learn to share responsibilities of running
their own kitchen and home. Here, the Aftercare organizations are to assist in providing
rent and deposit for accommodations and see that the household duties are amicably
shared by the aftercare young adults.
 In cases the number of young adults is very low or in the absence of suitable NGOs, a
separate portion to be earmarked for children of 18+ age group in existing children’s
Home run by the Government / NGO. In such cases, the CCIs have to ensure provisions

5
Guidelines for After Care of Children under ICPS (Web: https://nipccd-
earchive.wcd.nic.in/sites/default/files/PDF/Guidelines%20For%20After%20Care%20of%20Children%20under%
20ICPS.pdf)

19 | P a g e
 of all meals and daily needs for After Care groups, where the young adults could be
encouraged to participate in cooking, cleaning etc.

The State Child Protection Societies (SCPS) releases grants up to a maximum of @Rs.2000 per
child per month to the organisation running the aftercare program based on the individual
needs of every child. This amount shall include basic needs of the child/youth including food,
clothing, health care and shelter; age appropriate and need based education and vocational
training; stipend; and any other requirements. States can apply for funds from the State Child
Protection Societies to run Aftercare Program, based on the number of districts in the
particular state:
i. States with less than 15 districts: Rs 15 lakhs
ii. States with more than 15 districts: Rs 30 lakhs
iii. States with more than 30 districts: Rs 45 lakhs
In spite of existing measures of provision, in legal form through JJ Act and schematic form
through Integrated Child Protection Scheme (ICPS), the Aftercare Programs on the part of
Government of India, lacks planning, adequate financing and also fails to meet the parameters
of proper After Care delivery.

Components of After care in ICPS in sample states6

States No. of After Services Financial

care support
West 7 govt run and 2 State envisages to provide facilities such as, counselling, vocational Rs 30
Bengal NGO run Aftercare training, job training, opening bank account, to practice savings, lakhs
Homes providing Aadhaar card, Ration card, Voter ID card etc.

Delhi 2 govt run It provides aftercare services like training in nursing and mid-wife, Rs 15
aftercare homes- nursery teacher training, training in cutting and tailoring, beauty lakhs
one for girls and culture and hair dressing through Industrial Training Institute (ITI),
one for boys a Government of Delhi institution to rehabilitate the residents

Karnataka 1 exclusive These Homes encourage them to pursue education in high schools, Rs 30
Aftercare home ITI, Polytechnic and Colleges and also help them to secure a job, lakhs
and 2 Aftercare mainly to bring them to the main stream of society which ensures
units attached to financial sustainability and life settlement. In this regard, initial
Children Home for handholding is planned by the Department for older children with a
Boys and Children provision of Rs.5000 per month after the child released from
Home for Mentally Institutions. Govt is also planning to sanction a lumpsum amount of
Challenged Boys at Rs.25000 for these children in case any of the young adults want to
Bangalore enrol in certain training/vocational courses or pursue higher
education. The department has the plan of providing autorickshaws
for young adults those having driving license and aspiring to pursue
their career as drivers.7

6
ibid
7
Child Protection & Governance: Implementation Status of Integrated Child Protection Scheme(ICPS),
published by Rainbow Homes, India

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Telangana 3 Service homes Children of 16 years and above are sent to the residential diploma Rs 45
colleges called as ‘service homes’ funded by WCD to complete their lakhs
vocational skill training courses. Service Homes were initially meant
for deserted wives, widows and destitute women coming from
financially/economically backward families. However, since 2008–
2009, the aim and objectives of the Service Home, Hyderabad has
been changed, reserving 70% of the seats for orphans, Destitute
including trafficked victims. Children can stay and study in these
service homes till the age of 19 and at the same time can involve
themselves in part time job to earn pocket money.

Enabling Schemes and programs to link with Aftercare

Health schemes

Pradhan Mantri Jan Arogya Yojana, earlier known as National Health Protection Scheme
(NHPS) is a component of Ayushman Bharat, a flagship health assurance scheme of
Government of India, launched as recommended by the National Health Policy 2017. It aims
to provide health cover of Rs. 5 lakhs per family per year for secondary and tertiary care
hospitalization to poor and vulnerable families. The scheme also covers up to 3 days of pre-
hospitalization and 15 days post-hospitalization expenses such as diagnostics and medicines.
However, the inclusion of beneficiaries is based on information collated by the Socio-
Economic Caste Census of 2011 (SECC 2011) for the families as the unit, but not for care
leavers or youth staying independently.

Schemes to support education and vocational skills

Schemes towards Scholarships for SCs STs, OBCs and minorities are run by the Government
of India and the state governments to help students pursue their studies at high education
levels. The centrally-funded scholarships are sponsored by the Government of India and
disbursed by different states while the state-funded scholarships are sponsored and
disbursed by respective state governments only. An SC ST OBC Scholarship offers suitable
financial assistance to SC/ST/OBC candidates at post-matric level of study. The Merit-Cum-
Means Scholarship for the Student belonging to Minority category, on the other hand, aims
to provide financial assistance to the poor and meritorious students belonging to
minority communities to enable them to pursue professional and technical courses in
undergraduate and post graduate levels.
Pradhan Mantri Kaushal Vikas Yojana (PMKVY) is a skill development initiative scheme of
the of the Ministry of Skill Development & Entrepreneurship (MSDE), Government of India to
increase aptitude, aspiration and knowledge towards employable skills and to increase
working efficiency of unemployed youth, college /school dropout by providing quality training
to them. The scheme trains individuals on soft skills, personal grooming, behavioral change

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for cleanliness, good work ethics to increase employment opportunity and demand in
markets.

Schemes to enhance employment opportunities:

Prime Minister Employment Generation Programme (PMEGP)8 is a merger of two schemes,

namely, Prime Minister’s Rojgar Yojna and Rural Employment Generation Programme that
focuses on generating self-employment opportunities through micro-enterprise
establishments in the non-farm sector by helping unemployed youth. It provides financial
assistance to youth, with minimum education qualification of passing standard VIII for
projects costing above Rs 5 lakh in the service sector and above Rs 10 lakh in the
manufacturing sector. Self Help Groups (including those belonging to BPL provided that they
have not availed benefits under any other Scheme), Institutions registered under Societies
Registration Act,1860; Production Co-operative Societies, and Charitable Trusts are also
eligible. Hence, young person leaving care organizations can be linked to this scheme directly
to access benefits.
Rajiv Gandhi Swavlamban Rojgar Yojna (RGSRY) in Delhi is designed, developed and
promoted by the Delhi Khadi & Village Industries Board with the help of Government of NCT
of Delhi, this scheme aims to provide the employment opportunities to the unemployed
youths, artisans, trained professionals, skilled technocrats and entrepreneurs. It aims to
provide loan up to Rs. 3,00,000 for the school/college dropouts above the age of 18 years,
Individual entrepreneur or passed out candidates from any technical/professional institute
recognised by Govt or its undertakings.
Dilli Swarojgar Yojana’ for SC/ST/Minorities in Delhi through DSCFDC9 is implemented in
Delhi through Delhi Scheduled Caste, Scheduled Tribe, Financial and Development
Corporation (DSCFDC). This DSCFDC was set up to promote self-employment opportunities
for the people of SC/ST communities. Under the plan scheme “Dilli Swarojgar Yojana” a loan
up to 5 lakhs is provided to an entrepreneur willing to start a venture in Delhi.

Housing Schemes and programmes

Housing is a basic requirement for human well-being. Not only do all citizens need shelter,
they also require in their houses such facilities as drinking water and proper sanitation. India
has undertaken, from time to time, different schemes and programmes aiming at provision
of housing as laid down in five-year plans. Also, states governments announced their housing
programmes from their own outlays. However, the success of these programmes was limited
and inadequate. A good evaluation of these programmes and their impact assessment is
missing, except for few such programmes which reflect a major change in the approach.10

8
https://msme.gov.in/11-prime-ministers-employment-generation-programme-pmegp
9
Economic Survey, 2016-17; web- http://delhiplanning.nic.in/sites/default/files/Chapter%2B17.pdf
10
Ramakrishna, June 2007, Housing Policy in India: Chellenges and Reform (Article in Review of Development and Change ·
June 2007)

22 | P a g e
The list of schemes undertaken so far on housing provision is given below.

Year of Name of the scheme/program

launch
1952 Integrated Subsidised Housing Schemes for Industrial Workers and EWS
1954 Low Income Group Housing Scheme
1956 Subsidised Housing Scheme for Plantation Workers
1959 Middle Income Group Housing Scheme
1959 Rental Housing Scheme for State Government Employees
1956 Slum Clearance and Improvement Schemes
1959 Village Housing Projects Scheme
1959 Land Acquisition and Development Scheme
1971 Provision of House Sites of Houseless Workers in Rural Areas
1972 Environment Improvement of Urban Slums
1980 Sites and Services Scheme
1985 Indira Awas Yojana
1990 Night Shelter Scheme for Pavement Dwellers
1996 National Slum Development Programme
1998 Two million Housing Programme
1999 Credit-cum-Subsidy Scheme for Rural Housing
1999 Samagra Awaas Yojana
2000 Prime Minister Gramodaya Yojana
2001 Valmiki Ambedkar Aawas Yojana

Among these, two important schemes can be brought under aftercare program for children
leaving care. Pradhan Mantri Gramodaya Yojana (PMGY), in the field of provision of rural
shelter to extend benefits to rural poor living below the poverty line, belonging to SCs/STs,
freed bonded labourers and non-SC/ST categories, constructing dwelling units, provision of
smokeless chulha and Sanitary Latrine. On the other hand, Pradhan Mantri Awas Yojna
(PMAY), earlier known as Indira Awas Yojna (IAY) aims to offer sustainable and affordable
housing to individuals and families belonging to the economically challenged section of
society. It prioritizes housing for women, as well as minorities, including those belonging
to the Scheduled Castes and Scheduled Tribes. The care leavers can be linked with these
two schemes or there can be advocacy initiative integrate these housing schemes into after
care services for children leaving care.

Challenges of After Care in India

As per the provisions under Juvenile Justice Act, the states should run the Aftercare
Programme for children without family or for those who leave institutions after completing
18 years of age. The ministry of WCD in 2017, constituted a committee to undertake the task
of a pan-India mapping and review of Child Care Institutions (such as, Children Home, Open
Shelter, Observation Home, Special Home, Place of Safety, Specialized Adoption Agency, etc)
registered under JJ act and other care institutions across states in the country. The objective
of the report was to create a National database on functioning of the CCIs in the country

23 | P a g e
 based upon their legal status, staffing, facilities, support systems, funding, management,
adherence to norms and standards, etc., work out action plans, as required, for improving the
working pattern of the CCIs and its children care services.

CCIs and children in care Delhi Telangana West Karnataka

Bengal
Total CCIs 125 494 327 911
Total CNCP 3816 16224 12425 30112
No of homeless children in CCIs 316 630 281 724
No of orphan children in CCIs 437 4046 1899 2964
No of abandoned children in CCIs 229 206 933 729
No of surrendered children in CCIs 38 906 314 516
No of mentally and physically challenged children 234 1463 907 4088
in CCIs
No of children of single parents in CCIs 1397 6584 2386 10080
No of Runaway/Missing children of single parents 340 70 290 367
in CCIs
No of children in CCIs with Parents/ Guardian 1042 5777 5102 13247
unfit/ incapacitated to take care
Children staying more than 3 years in CCIs 600 99 2131 269
CCIs providing long term care and entitled to 92 167 129 374
aftercare of children leaving at age of maturity
(registered CCIs or applied under JJ act)
CCIs not entitled to aftercare support to children 31 316 184 510
leaving care (unregistered under JJ act)
Source: The report of the committee for Analysing Data of Mapping and Review Exercise of Child Care Institutions under the Juvenile
Justice (Care and Protection of Children) Act, 2015 and Other Homes, Vol 1, Constituted by the Ministry of Women and Child
Development, on 2nd May 2017

The committee report does not provide information about after care program by the care
institutions. However, it revealed that a huge number of orphan, abandoned, surrendered,
homeless, single parent children and children with Parents/ Guardian unfit/ incapacitated to
take care are placed in CCIs, many of which are staying in care institutions for long term. JJ
Act, 2000 mandated that every state should run the Aftercare Programme for children
without family or for those who leave institutions after completing 18 years of age. Such
young adults are the state’s responsibility until they turn 21 and, in exceptional
circumstances, for two further years. In this regard, District Child Protection Societies (DCPS)
are shouldered responsibility to identify organisations to run the programme for these
children providing food, clothing, health care and shelter; age appropriate and need based
education and vocational training. However, according to one of the studies undertaken by

24 | P a g e
Rainbow on assessing status of implementation ICPS11, there are very less interventions for
children reaching 18 years from the part of Government, largely because After Care Homes
are almost non-existent and in case exists in certain districts are extremely few in number.
Specifically in terms of housing support, the number of homes by Govts caters very less
number of children and does not provide quality services required for so many numbers of
children in leaving care who are in need of protection.
As per the same report that studied status of ICPS in 7 states viz, west Bengal, Karnataka,
Tamandu, Delhi, Maharashtra, Telangana and Bihar, 5 cities had after care homes- Delhi with
2 aftercare homes, Karnataka with 3 aftercare homes, Telangana with 3 aftercare homes run
by the government and non-government organizations, which are large inadequate
compared to the number of children attaining age of maturity from CCIs every year. There are
about 370,000 children lodged in 9,589 childcare institutes across the country, as per
September 2018 report of the Jena Committee, which had been instituted by the government
to map childcare institutes in the country.

 Delhi has two aftercare homes, one for boys in northwest where there are around 13 boys
currently, and one for girls in west Delhi where there are around 25 girls.

 There are 7 Govt run aftercare homes in West Bengal providing facilities like counselling,
vocational trainings, job training with linkages with corporates and civil society groups, identity
such as Aadhar number, ration cards, voter ID card etc, providing health care through tie ups
with nearby medical centres/doctors, carrying out life skills programme, monitoring & follow
up etc.

 There is one govt-run After Care home for girls in Patna where children without parents/
families are sent upon reaching the age of maturity.

 In Karnataka, the Karnataka State Integrated Child Protection Society (KSICPS) has given
instruction to all the Superintendents of CCIs to plan for pre-release and post-release program
and instructed them to arrange BPL card, promotion certificates, bank accounts, driving licenses
etc. for the children attaining majority so that they can be mainstreamed into the society. In
this regard, initial handholding is planned by the Department for older children with a provision
of Rs.5000 per month after the child released from Institutions so that they can arrange for
their accommodation, continue education in high schools/ ITI/ Polytechnic or Colleges and can
search for secure employment opportunity.12

 In Chennai, three govt run aftercare homes are established for young adults leaving care to
income generative trades and enable them to pursue their higher studies after reintegration
with their family / society.

Besides inadequacy in numbers, the services provided in the existing after care homes are
inadequate to cater to the needs of so many children leaving care every year, The JJ Act also
mandated that an aftercare programme should include group housing on a temporary basis

11
Child Protection & Governance: Implementation Status of Integrated Child Protection Scheme (ICPS),
published by Rainbow Homes, India
12
ibid

25 | P a g e
for groups of six to eight persons. However, a study by Udayan Care covering five states 13
such as, Delhi, Gujarat, Karnataka, Maharashtra and Rajasthan show that less than half of all
care leavers received housing support under Aftercare and only 61% of all Aftercare receivers
received housing support. The report also points out the gender disparity in Aftercare Housing
for girls as there are no Aftercare homes for girls, except one each in Delhi and Maharashtra.
Furthermore, even among those who received aftercare services, 39% did not receive housing
support.14

13
Beyond 18: Leaving Child Care Institutions - A Study of Aftercare Practices in Five States of India (2019)
14
ibid

26 | P a g e
Chapter 3: Supporting Young People
living care-Rainbow’s Experiences and
Challenges
This chapter details the qualitative information received from the FGDs with 67 randomly
selected Young Adults of Rainbow Homes Programs who are into different living
arrangements outside Rainbow’s care and the representatives of 8 sample organizations
studied for this research across four states. While the Young Adults of Rainbow staying
outside on attaining maturity reflected on their post transition learnings and challenges being
faced, the stakeholders reflected on strategies to prepare Young Adults for transition, service
and supports provided to the care leavers in their respective organizations.

Sample of Young Adults

The sample of Young Adult under

Rainbow Homes Program interviewed Sample YAs in different living
for this study aged between 18 years to arrangements
22 years. A total of 67 such YAs are
19
presently staying in different living 20 15
arrangements in the sample cities, as per 15 10
their choices and conveniences. Some of 10 7 6 6
4
the YAs interviewed for the study were 5 0
working in different domain such as, 0
salons, fitness centre, garment industry, Kolkata Delhi Hyderabad Bangalore

retail sector and confectioneries Group living PG /Hostels(Govt/private)

whereas some were into different
academic and vocational courses at the time of interview. In terms of living arrangements, 46
YAs were into Group Living arrangements and rests were either in Social Welfare hostels run
by Governments or working women hostels or private hostel facilities. In Delhi, young boys
transited after 18 years are kept in the ‘parvaaz jeevanshala’ – the youth hostel inside
Rainbow Homes office premise.

Transition preparedness and After Care Supports: Rainbow’s

Approaches

Preparation for leaving care is a continuous planning and assessment process that should
formally commence by the time the young person reaches 15 years of age, intensifying in the
period leading up to exit from care. The purpose of the preparation phase is to provide a high
quality, stable therapeutic system of care that develops and promotes social and personal

27 | P a g e
skills, education, vocational training and preparation for long term. There is a strong
association in the literature between good preparation for leaving care, and better outcomes
and coping after leaving care (Mendes et al., 2011b). Rainbow’s “Future” program supports
the young adults through this transition from the Rainbow home to a stable, independent and
responsible adult life. The program spans sixteen to twenty-three years of age within which
the young adults are expected to complete their education and find a stable job according to
their interest and aptitude. From the age of 16, the care team in Rainbow start working on
designing strategies and actions required to build the young person’s independent living skills
including, social skills to help the young adults negotiate with peers and other adults in the
community; managing work and acquiring job-based skills; budgeting and managing money;
managing relationships; secure safe, affordable accommodations; housekeeping and self-care
etc. Till 18 years of age, that is till the time young adults are with Rainbow, the preparation
for transition continues while supporting in all needs including their living and personal needs,
health, education etc.
Transition from Rainbow’s care: Mixed Feelings of YAs

 Many YAs, especially girls felt sceptical about how they would survive without
anyone’s support. Team gave them confident that Rainbow would support, if
challenges come
 Some YAs were excited as they would be living alone, will have free personal time etc
 Some girls were scared to leave Rainbow as they thought they did not have required
life skills. For example, Girls in Kolkata were scared about how to travel alone by bus
or train to go to the job. Initially home team used to accompany them to their
workplaces since they did not know the roads etc
 On the contrary, many of the YAs felt exited initially that they would not get rules and
regulations as imposed in rainbow homes. Girls in Bangalore were excited about
transition because of freedom of wearing any attire and do make-up which were
restricted in Rainbow homes.

Children coming under transition program (16+) gets excited about the fact of going outside
Rainbow on attaining maturity. Even at the time of moving from Rainbow, they generally
be excited but when they start staying outside, all challenges come to them and fears on
how to cope up challenges come at that time. - Care team in Delhi

 Helping in Individual Life Plan preparation and periodic up-dation: Young adults do not have
clear or firm ideas about their future at this age. They are often unaware of the diverse
options they have in education and jobs and what each field entails, whether that is
aligned with their own interest and capabilities, the efforts they need to put in and the
opportunities available.1 Turning 16 year, every child is assisted by the care team to
develop their own Individual Life Plans the young adult’s goals regarding continuing
education, occupation, self-improvement, living arrangements after eighteen etc. and
how they plan to achieve these goals.

1
Definition document, Rainbow Homes Futures Program

28 | P a g e
 Enhancing Life skills: Life exposure sessions and exposure visits are organized regularly for
middle/high school students. In order to reduce young children’s anxiety about how to
cope up after transition, state teams across all 4 states arranged different workshops and
life skill trainings right from all children turning 16 years of age. For example, in Kolkata,
nutrition workshops conducted to make girls aware of the supplementary food, low-cost
food items, easy methods of cooking nutritious meal in low cost etc. Secondly, young
children across all homes are given exposure to fill up forms such as, admission forms in
college, deposit forms or writing cheques in banks, etc. Counselling sessions are given to
girls citing practical examples about how to stay alert while in the road, or stay alert from
being exploited by strangers or being cheated from job consultancy firms etc. As part of
preparing children for living outside Rainbow’s care environment, children across sample
cities were taken to grocery shopping or markets on turning 16 years of age, so that they
can learn how to bargain and buy vegetables. Children were also given trainings on how
to welcome guest in the homes, how to serve food and how to put things in order after
visitors go back from the home.

 Education, Vocational trainings and job readiness: Young adults who finds the regular
school curriculum difficult to handle are helped to pursue and complete their 10th and 12th
grade at a flexible pace with flexible choice of subjects during their stay in rainbow homes
through open schooling. Young adults who do not complete at least 10th or 12th even
through open schooling are helped to pursue vocational stream or skill building courses.
17+ age group children are given choices of vocation training or skill based training so that
they can get confidence in doing something and get interest into the vocational course or
identify their own agency or worth. Exposure trips arranged for the young children to
workplaces of existing working children such as, eateries, salon, call centres etc.in order
to build on their confidence and motivate them to choose their career goals. Visits to
banks, hospitals, police station, courts, newspaper/media offices, small/large private
companies and other non-government organizations etc. arranged in order to provide
exposure on different work environments. For example, in Kolkata, girls without parents
and academically very poor were given course on bakery. In order to promote girls’ baking
skills and to help in realizing their worth and agencies, state team in Kolkata started
putting orders of baked items during occasions in Loreto Rainbow Homes from the girls
working in bakery sections in different food joints. This strategy helped many girls to gain
confidence to start living on their own and earn for themselves.

 Placement support: On turning 18, Rainbow’s “Future” program helps YAs leaving care
to find suitable part-time jobs as well as full time jobs to support themselves and the
families. YAs who continue education or vocational courses are encouraged to take up
part time jobs for few hours over the weekend or after college hours. In Delhi, young
adults reported of working as librarian or tele-callers, electrical fitters whereas in Kolkata,
Hyderabad, Bangalore YAs found to be working in hospitality, retail sector, fitness centre
and salon. Apart from support with suitable part time jobs, the state team across cities
work towards organize more customized guidance to young adults regarding potential
employment opportunities in their fields of education and vocational trainings. Efforts of
the mentors and “Future” focal persons at all states include preparing YAs for job
interviews, work on communication skills of the YAs through spoken English courses,
accompanying them for the interviews, discussion workplace ethics etc. In Delhi and

29 | P a g e
 Kolkata, young adults complained about getting exploited by fake consultancy agencies
that take money from people assuring them jobs. Hence, utmost care has been taken to
teach YAs to recognize the fake job offers and fraud that is perpetrated by collecting
money.

 Housing arrangements- supports in better management of day-to-day living: It has been

argued that safe, affordable, secure, and stable housing options for young care leavers
are vital to improving outcomes in other areas relevant to the transition to independence;
for example, employment, education, training and positive social relationships (Johnson
et al., 2010). Young adults do not always have access to a parental/ family safety net and
hence they are at higher risk of homelessness at any point post transition. Lack of
affordable housing become the contributing factors for the high risk of homelessness
among these young adults. Therefore, the most crucial aspect of “Future” program of
Rainbow is planning for young adults’ living arrangement as it affects their safety and
wellbeing after they move out of the caring and protected environment of the homes.
Moving out from Rainbow’s care and start living independently is, indeed, a big challenge
for young adults turning 18 if the transition is not handled well for them, as it creates
anxiety or a sense of abandonment among YAs. Therefore, it’s important to explain to
them the rationale for moving beyond protected space, advantages and disadvantages of
different living arrangements, while assuring them to support for initial few months
linking them with vocational education or job-based trainings and help them arranging
part-time jobs.

Choices of living arrangements: Guided but informed decision of Young Adults.

The primary responsibility of Rainbow’s “Future” program is to arrange living spaces for
three categories of young adults, such as, for YAs who does not have a family, for YAs who
have troubled relationship with family and for YAs whose families are unable to take care
of the young adult. Most of the girls across cities mentioned about their fear of staying
with families, despite they have families or relatives because of the factors such as, i) fear
of parents putting them into marriage, ii) fear of rejection from parents/relatives for
longer stay and iii) fear of being abused while staying with relatives like uncles/cousins.
This category of children is also helped in finding separate living spaces.
Young adults are given choices of living in Social Welfare Hostels, Residential facilities of
the long-term vocational course institutions, working women hostels, paying guest
accommodations and independent group living arrangements in rented houses or
apartments. Young adults are given all these options and are encouraged to take a final
decision either in consultation with their families/relatives or home and state team. YAs
interviewed for this study found to be mostly equipped with information on different
living choices. Also, YAs were given exposure visits to social welfare and working women
hostels, paying guest accommodations of their seniors to get a first-hand understanding
of living experiences in those spaces, since living together in rented apartments/ houses
should be the last option as requires young adults to handle more responsibilities and
expend more time and effort towards smooth living. Despite such efforts, most of the

30 | P a g e
 time, young adults are not able to take decision and depends on state team or home team
to choose the correct living options. The choice between hostels and group living also
involves many considerations. Based on the present status of older children turning 18
years, that is, whether they were continuing studies, or were looking for job, the
accommodation arrangements were finalised. State and home team try to guide them
seeing travel and other convenience of the girls so that they have smooth living after
transition.
In all sample cities, it was noticed that if the vocational/ academic institutions where YAs
studies have campus accommodation, they prefer to take college accommodation. In the
absence of residential facilities in the Institutions, YAs are given choice of SW hostel nearby
or with families, wherever applicable. In all the sample cities, the YAs who have families are
encouraged to stay with families and continue education after transition. In such cases,
Guardian meetings are conducted to check convenience to reach workplace or college from
their families. For children who do not have family or any relative or in cases where children
do not want to stay with families are given group living and other living spaces, preferably
Social Welfare hostels or working women hostels nearby workplace or college/institution.
Most of the YAs across cities who were looking for job apart from studies wanted to have
their own freedom and opted for GL whereas another group of YAs who were looking for
only higher studies opted for SW hostels.

Group Living, hostels or family: Reasons for choosing different living spaces

Girls in group living arrangements preferred living in group than in hostel or families because
of many factors
 Much less expensive than private hostels or working women hostels as the expenditures
get shared among the inmates
 Staying in group is comfortable giving more flexibility and freedom to make YAs’ own
systems and practices for daily living.
 Less time to concentrate on studies, if with the families but gets better peer support in
group living
 No seat in Social Welfare Hostels or no residential facilities in Institution campus.
 Poor quality food and unhygienic atmosphere in SW hostels or KGBVs
 Adjustment issues and chances of frequent conflicts with strangers in Hostels because of
different living standards and mind-set of inmates outside Rainbow
 Staying together in a group teach YAs important life skills such as, money management,
cooking, cleaning, budgeting, shopping groceries, paying bills etc. The knowledge of
cooking or doing household chores help when they go to their families or relative because
they can share works of family members.
 Staying together in a group enhance the bond between different roommates as well as it
teaches about living in harmony with the society.
 Ragging by seniors in campus hostel which was the primary reason for few YAs to leave
hostel and join group living
 Living in group is helpful as responsibilities can be shared and in case someone in the
group fall sick, others can compensate the duty as well as take care of the sick inmate.

31 | P a g e
However, while initial choice for most of the YAs had been group living arrangement due to
the sense of independence they would get living without adult protection, many understood
the cons of it and started living the groups.

“Some of the girls studying in colleges felt that they would not manage study timing and
doing household chores, whereas some had conflicts among group members and struggled
to live in harmony in the group. Also, strict rules in hostels give the girls enough time to rest
as otherwise, girls spend stay awake till late night on their mobiles and get less time to sleep.
Hence, many girls left the group and opted for Hostels” - Future Coordinator, Bangalore

“Some working girls had tendency to not contributing for non-working girls as well as tend to
avoid household responsibilities with the excuses that they work hard at their workplaces.
These girls left group living to stay independently or in working women hostels”. -Future
Coordinator, Delhi

Staff support to young people post transition: Mentoring, Emotional supports

Young adults require effective mentoring and emotional supports before transition and after
transition from care set-ups. Mentoring cannot be confined to just some structured activities
like education or jobs or a fixed timetable or schedule. It’s essentially a relationship and a
personal bond, where care and trust underlie all interactions. Without effective mentoring
and guidance, anxieties and insecurities can lead to stress and emotional breakdown among
YAs.2 While mentoring and guidance are easier to provide during their stay in organizations
because of the presence of home teams, volunteers and teachers, such close mentoring gets
difficult after they move out of Rainbow homes.
The future focal persons across study states have been doing their best to guide YAs after
their transition through periodic meetings and discussions visiting their living spaces. They are
the primary contact persons for any challenges faced by transited YAs in different living
spaces. Their roles include,
 Stay in contact with transited YAs, meeting YAs staying outside and find out the support
areas required by YAs in different segments-education, vocational training, job placement
based on YAs’ capabilities and aspirations and pass on the information to state future
team on regular basis.
 Following up the Job placement calls of girls, accompanying them for the interview, find
out grievances in the workplaces of YAs
 Arranging identity documents for YAs
 Searching for accommodation, checking up conditions of living of YAs Group Living
arrangements, Social Welfare hostels, women working hostels, mess, paying guest
accommodations etc.

2
Definition document, Rainbow Homes Futures Program

32 | P a g e
In Delhi, the Youth Coordinator of Umeed Aman Ghar mentors and supervises the YAs in the
boy’s hostel whereas a Youth Mentor guides the girls in their Group Living arrangement.
These mentors are not residential to YAs’ living spaces but stay in contact with then in odd
hours, as and when required. In the absence of any dedicated mentors in Bangalore and
Hyderabad, the future focal persons at state levels keep regular contact with YAs staying in
different living arrangements. In Kolkata, Youth Mentor at state level coordinates and follows
up with the girls alongside the Future Team of the state.

Individual files of all transited girls of Loreto Rainbow Homes along with home details, bank details, Aadhaar
card, youth plan, board exam result, present status of vocational course/academic course/jobs are being
maintained by the Youth Mentor. There are detailed documentations of challenges faced by YAs in different
living spaces in terms of health, accommodation, relationships, workplace hazard etc. The challenges are
reported to state team for quick redress before it reaches crisis stage, because most of the time, YAs do not
approach the state team directly to share their challenges. -Future Manager, Kolkata

 Financial supports
Futures program is responsible for providing financial support for continued education and
skill based vocational trainings to all young adults above eighteen years of age who need such
assistance, even for those staying with their families too, if their families cannot afford
educational or training related costs. Future program of Rainbow envisages to support young
adults without families, with a monthly stipend for living and personal needs for up to six
months. Living needs include food and other provisions, rent, and utility and maintenance
charges and personal needs include personal sanitary needs, mobile recharge, travel by public
transport etc.3 However as per the protocol, young adults staying outside Rainbow need to
cover their living expenses by working part time along with studies, since their educational
and vocational trainings costs are covered under the program. In the sample of YAs studied,
some YAs were already into part-time and full-time jobs whereas some were still into different
full time academic and vocational courses, thus unable to take up part time job. Hence,
working YAs staying in group living arrangements are responsible in contributing for their own
living expenses as well as cover living expenses of non-working YAs till the period the non-
working YAs start their jobs.
In all the sample states, working young adults in group living arrangements contribute ranging
from Rs 2000 to Rs 4000 per YA per month towards their living expenses including rent, food,
utilities etc. YAs in the sample states are supported with stipends ranging between Rs 3500
to Rs 5500 per YA per month for initial six months apart from education expenses, supplies of
ration, wherever required and local travel expenses of YAs. In Kolkata, girls in one of the 3
group living arrangements visited were supported with stipend of Rs 3500 per month per girl
along with Rs.500 as toiletry allowance for girls without families, which was found at the time
of interview. Girls in Social Welfare Hostel in Kolkata were receiving financial support for
paying course fee over and above scholarship amount, hostel fees and travel allowances for
attending interview since presently they were studying and not into any part-time job.

3
ibid

33 | P a g e
 Follow up and Capacity building on harmonious living in groups

In all the state covered under study, the YAs are found to be living in different arrangements,
mainly in group living arrangements maintain WhatsApp groups with youth mentor /youth
coordinator/ future focal persons to continue conversations, preferably on alternate days on
requirements, feedback, and complaints on the daily living outside Rainbow. Apart from that,
monthly visits to group living arrangements and hostels are done by the future focal persons
at state levels in all sample states to understand challenges of YAs and provide possible
solutions through group discussions. For the girls staying in govt or private hostels in
Hyderabad, state team calls for periodic meetings, preferably monthly once, to discuss about
their hostel living, challenges faced, essential requirements, whereas regular contacts are
made as per the need either over phone or WhatsApp messages.
In Bangalore and Kolkata, it was found that girls do not update proactively to mentors and
future coordinators unless there is requirement of some essentials or some issue being faced
by any of the YAs or any conflict arises among them. Visits to the group living arrangements
in every week by Future Coordinator of Bangalore at the initial period of GL commencement
was helpful but later girls started updating the Coordinator every alternate date or as and
when required either in WhatsApp group or over phone calls about what all are going on in
the group or in case anyone in the group face any challenge. In Kolkata, there was very less
communication from the part of the girls staying in group living arrangements and many a
times the landlord identified their challenges and kept state team updated. For example, one
of the girls who use leave very early in the morning was not eating any breakfast as no one
makes breakfast so early. Neither any of the girls noticed this nor the girl herself spoke to
state team about her problem. She gradually developed gastric problem, for not eating
anything in the morning for days together. To avoid such issues, frequent follow up calls and
visits, preferably 15 days in a month to their living spaces are arranged to understand health
related issues, requirements on college fees, project fees, stationary requirements, snacks
requirements, family situations etc. A schedule of calls with each group in different living
arrangements apart from surprise visits helped to get update on their living on regular basis.
In Delhi, following up the boys and girls living outside are little easier as the boys stay in the
office campus and there is a regular Youth Mentor designated for girls’ group living
arrangements who stays with the girls everyday till evening. The Youth Coordinator of Boys’
hostel and Youth Mentor of girls’ group living arrangements pass on the messages related to
YA’s livings, requirements of cash to pay college fees, problems faced in sustaining jobs, or
conflicts among the girls in the group etc. to the Future Coordinator every 15 days .
Such intense follow up and subsequent meeting or discussion with young adults in different
living arrangements give confidence to the young adults that they have a platform where they
can bring their issues and concerns and can receive guidance and support to address them.
An innovative method adopted in Bangalore to enhance capacity of the young adults living
outside rainbow’s care. Counselling sessions arranged with YAs to address challenges faced
by them. The state team collaborated with play therapist who organised counselling therapy
sessions with the groups of YAs through Art, Music, Play etc. Group living girls’ feedback and
challenges of living in GL was collected in those sessions. The girls were given tools to practice
calmness whenever they face any challenges in group so that they themselves learn to
overcome anger, living harmoniously etc. Similarly in Kolkata, discussion sessions were

34 | P a g e
arranged with the girls who came into conflicts with other girls in working women mess or in
group living arrangements. YAs were oriented giving practical examples about how to tackle
dominating group leader in outside living arrangements without compromising on right
things, so that they can themselves handle conflicts among inmates.

Care Leavers’ Perceptions and challenges of Out-of-Home Care:

Experiences and Challenges of ‘Housing’

Challenges in finding accommodation

Majority of YAs across cities opted for group living arrangements mainly because of the
flexibility and freedom to make their own system of independent living. YAs with guidance
and support from home team and future focal persons searched for accommodations as per
preferences based on the criteria such as,
 Access to proper water, toilets, electricity connections and cooking space
 Access to safe transport
 Convenience to reach work-place or college/ institution
 Safe neighbourhood and community
YAs across cities mentioned that the real challenge after transition was in getting suitable
accommodation. There are a number of barriers preventing YAs in accessing group living
accommodations in private rented buildings as most of the house owners were not willing to
rent out to the YAs, particularly to the girls because of their backgrounds or apprehending
consequences such as, possibility of too much water consumptions, safety issues, chances of
the girls bringing their boyfriends, chances of girls escaping without paying rents etc.
Many YAs had to change accommodation several times to get suitable ones. Either there were
issues with water and toilet in the rented living accommodations or issue with safety in the
neighbourhoods. Wherever there was adequate water supply or better toilet facility, the rent
amount was exorbitantly high and beyond the provisions of Rainbow. In some places rented
houses had toilet outside with broken door, despite affordable rents and safe communities.
Some of the girls in group living arrangements in Kolkata faced challenge in getting
accommodation nearby college as many of the house owners were reluctant to keep girls in
their houses.

Advantages and challenges related to staying in different living arrangements

A mixed response has been obtained from sample YAs in terms of advantages and
disadvantages of different living options. YAs in Bangalore, Hyderabad and Kolkata staying in
Hostel accommodations mentioned about advantages in terms of food and responsibilities of
maintaining the living spaces are being taken care by the hostel managements and hence
students get sufficient time for study rather than carrying out responsibilities of cooking,

35 | P a g e
cleaning etc. Some YAs mentioned about conducive study atmosphere in hostels that are
missing in un-supported group living arrangements, because in hostels, the YAs are motivated
towards study by seeing other girls studying regularly.
The girls opined that while doing full time jobs, YAs can switch to any group living
arrangements as they do not have to concentrate on education after coming back from work
and hence would be possible to take responsibilities of household chores. Apart from that,
YAs in hostel living arrangements often feel the challenge that if one of the roommates falls
sick there is no one to bring a doctor/ medicine or take care of the sick, whereas in
independent living arrangements, other girls do household chores and also take care of the
sick girl.
Few girls in hostel accommodations preferred Govt Hostels over private hostels, mainly
because in govt hostels the food served is safe and there are spacious rooms with plenty of
mattress in big dormitories. For instance, the rice being served in govt hostels are much better
than that of private hostels because in order to get extra profit, private hostels mix soda while
cooking rice. This makes the cooking faster and saves fuel. Also, it reduces the appetite of
boarders, thus saving on quantity of rice.

Challenges faced in different living arrangements

Group Living Social Welfare Hostels/ Working women
hostels
 YAs in Bangalore and Kolkata complaint  Despite high fee amount and additional
of high electricity charges by house amount are being charged in case of late
owners in their group living payment there are unhygienic rooms and
accommodations. The electric charge poor maintenance of premise, especially
also seems to be on a higher side as the washrooms. For example, in a private
YAs most of the time stay out of the hostel in Hyderabad, for 9 rooms, there are
apartment and the landlords never show only two common toilets and bathrooms on
original bills in order to verify the the terrace, which are difficult to access for
amount charged by the department. girls
 Girls in group living arrangement in  Poor quality meals, especially in the
Hyderabad mentioned about challenges government social welfare hostels. Girls
in living harmoniously. Some of the across cities mentioned that they miss the
members do not follow daily rosters frequent servings of food in Rainbow
especially when it comes to cleaning of because in SW hostels, food are given only
utensils consequently, there have been twice. Also, they are not allowed to cook in
fights and conflicts within members of their rooms. Hence, they have no other
group living across all states, for which options than to withstand on low quality
future focal persons has to intervene. and inadequate meals supplied by the
Hence, most of the girls opined that hostel.
those who find it difficult to manage  Also, there is strict timing of food
household works along with studies distribution in the government hostels. If
should not opt for group living. the girls misses to collect food from kitchen
 Money management is another at scheduled time, they lose their share.
challenge for the YAs across cities. So, Girls in Hyderabad mentioned that they
they use to spend all monthly have been waking up late during holidays
and therefore missed their breakfast for

36 | P a g e
 contributions very early and struggle
during the rest of the days of month.
 In the absence of any adult supervisor or
any strict schedule of sleeping and
waking-up time in independent living,
YAs end up sleeping late night and
waking up late in the morning. Also,
without any adult supervisor to control
daily activities or scheduled study time,
YAs mentioned about lack of motivation
to study on regular basis.
 Infrastructural difficulties are faced by
few YAs in group living arrangements.
Girls in Bangalore spoke about struggle
to get water despite paying money to
house owner for water supply in
washrooms. Girls in one group living in
Kolkata mentioned about broken
windows in their living space and
managing with plastic cover/cloth to
protect themselves from rain water. The
same girls struggled with the washroom
constructed outside the premise posing
serious safety concern during night.
 YAs mentioned about lack of
entertainment options in group living as
was the case in Rainbow where they had
peers to talk to or activities to be part
with.
 Non-cooperation of houseowners poses
challenges to few YAs staying in group
living arrangements. Although some of
the landlords found to be supportive and
offer utensils or gas cylinder etc., many
were no willing to rent out their
apartments to Rainbow girls. Many of
them were doubtful that girls may not
maintain cleanliness or use bathroom
fitting or kitchen shelves properly. In one
of the group living in Kolkata, girls
mentioned that whenever there is any
breakage or leakage in the whole
apartment, the landlord start accusing
the girls. In some places, landlords were
apprehensive whether the girls will be
able to continue payment of rent after
the end of stipend support from
many days. Later, girls started collecting
their breakfast and then go back to sleep
again.
 Mismanagement in govt-run welfare
hostel for women- In the welfare hostel for
women in Kolkata, the cook left work and
Hostel Management decided to distribute
cooking responsibilities to hostel boarders.
It was decided that salary amount that was
being paid to cook would be spent on
groceries and food items. But even though
Girls started sharing the responsibility of
cooking, the food menu did not improve.
Girls complained that on most of the days
either ladyfinger or any one other vegetable
were supplied for cooking, eggs only for 2
days in a week and fish/chicken only once in
a month. They opined that not even 25% of
the menu prescribed by the Government
are provided to the girls.
 Disturbances in studies were reported by
few girls in private hostels. Mainly where
working and non-working girls/women stay
together because working roommates play
loud music or talk loudly over phone that
disturbs the girls who study in the evening.
 Rules and restrictions in the hostels
regarding back to hostel by 9 pm and
informing the warden before going
anywhere from hostel and beyond college
hours are not being followed neither any
action is being taken by the warden in case
of violation of the rule. Also, there is no
monitoring of timings in entry and exit
registers to check whether girls signed on
exit register came back on same day or not.
 One of the major challenges in Govt hostels
is that the inmates have to maintain
cleanliness of their respective rooms as
sweepers are appointed to clean the hostel
premise and not individual rooms.
 Girls in Govt hostels mentioned about
crowded dormitories/rooms in the hostel.
More than 15 girls are being placed in one
room increase chances of conflict between
girls on petty issues such as, preferences of
corners, requirement of fan in night etc
37 | P a g e
 Rainbow. They were also suspicious 
about the girls’ point of reference, since
they were mostly without families or
from homeless families. They were
scared in case the girls do something
wrong and run away, then whom to
contact to get hold of them.
 Lack of important life skills such as,
cooking, budgeting skills, bargaining with
shop keepers for vegetables/ groceries
at cheaper rates, interpersonal
communication skills etc. posed 
challenge to few YAs while living in group
accommodations. Girls in Kolkata,
Bangalore mentioned about challenges
in cooking in their group living
arrangements since this was not taught
in Rainbow. There have been incidences
across cities of burning foods or burning
hands at the time of cooking, whereas
few YAs got cooking lessons on their own
from YOUTUBE videos. Across cities it
was found that in order to avoid cooking
girls either ended up eating outside food
or stayed hungry, if they do not manage
the expenses with contributions. These
girls feel hostel living to be better as it
does not include sharing of cooking or 
cleaning responsibilities.
 Very less interaction and support from
Control over environment: community supports and safety in living spaces
In the govt run social welfare hostel is for
distressed girls and women. Rainbow girls
mentioned about safety issues during the
interview because of little number of
residential staff in the hostel. After death of
a senior inmate in the hostel few residential
staff and most of the inmates left the
hostel. Rainbow girls who were interviewed
said that, they stayed alone for many days
in the hostel as 90% attendance was
compulsory for being on scholarships.
Conflict and misunderstanding among
inmates are regular phenomenon in hostels
as girls / women of different mind-sets stay
together. For example, girls in working
women hostels who has to go to work early
in the morning mentioned about fight with
the room-mates since some of them keep
the lights switched on until late night.
Another major reason of fight is that
roommates use fans and lights during the
absence of the girls but they do not take
responsibilities of changing the bulbs or
servicing of fans. However, despite fights on
petty issues, the girls try to manage small
conflicts by themselves and do not involve
Rainbow staff to intervene.
Less facilities reported by girls staying in
working women hostel in Kolkata. Rainbow
girls kept their luggage under the cot in the
absence of any locker or cupboard being
provided to them. Also, the hostel lacks
mosquito net or repellent and girls could
not use their personal repellent because of
objections from other inmates.
inmates was faced by most of the hostel
living girls who were interviewed. Girls
complained about poor bonding among
inmates. The inmates very often order
snacks from outside in front of them and do
not share anything with them.
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Moving from rainbow homes’ care set-up to a more independent living facility is a big change
hence, struggles; safety issues; opposition from communities and adjustment issues in the
communities are unavoidable. Despite all efforts of ensuring safety and convenience while
choosing accommodations for the young adults keeping their preferences, some of sample
young adults mentioned about adjustment issues in their different living spaces. On the
contrary some mentioned about comfortable staying in their living spaces and cooperative
neighbourhood around.
Group living girls in Bangalore and Hyderabad mentioned about having supportive community
and neighbours. For example, in Bangalore neighbour offer food and sweets to the girls in
case of any occasion in the community. Few boys living in the same apartment help the girls
every time in replacing gas cylinder as none of the girls could not do that. Similarly in
Hyderabad, girls in group living arrangements and hostels are comfortable with the
community in their living space and houseowner/
wardens are supportive as long as the girls adhere to the “It might be our failure in
apartment/hostel rules. The group living girls in Delhi did instilling value education that
not face any discriminatory comments from anyone in still few of the YAs do not have
the neighbourhood despite their background. Girls in fraternity and hold mentality of
two of the group living arrangements, women hostel and living for their own, not thinking
social welfare hostel in Kolkata also mentioned about of their peers in group living
cooperative neighbourhood, houseowners and not much arrangements”-Future Focal
issues being faced other than a few eve teasing Persons, Rainbow Homes, Delhi,
incidences on their way to college or workplace. For Kolkata
example, in one group living, houseowner has helped
girls showing nearby markets to get things in cheaper rate as well as given them a cot and
mattress so that girls do not need to buy. The girls are benefitted from the neighbourhood
kirana (grocery) shops also as the shop owners provides provisions on credit, in case they do
not have cash in hand. In another group living in Kolkata, girls got help from the community
with part time work opportunities as home tutors. The houseowner in the group living stay in
contact with state team to inform in case girls face any problem. The houseowner also scold
the group living girls, if they roam around and neglect on studies.
On the contrary, girls in one of the Group Living arrangements mentioned that the community
as little notorious since it is Naxalite area and class conflicts are common. There were
incidences of bomb throwing between political parties during election time. Girls also
complaint about the quarrelsome neighbours fighting with each other for trivial issues in
louder noise that disturb the girls while studying.

Social relationships: Adjustment and Behavioral issues

Apart from education and career, an aspect that needs special attention is that of
relationships, especially about understanding, developing and sustaining responsible
relationships. Learning to building caring, responsible and relationships among group mates
in any group living or hostel arrangement is very essential for our young adults to ensure
smooth independent living post transition. Many of the young adults in Rainbow Homes had
dysfunctional families and hence have seen troubled relationships, though many of them

39 | P a g e
have families. Also being with Rainbow for long
“We make innovative wall hangings and
period of time limits young adults’ exposure to larger cupboards from waste materials to keep
community and sometimes create challenges of our staff in the wall. Since others are
learning social skills. The findings of this study show incapable of making such things, they start
that YAs in different living arrangements struggled at abusing us saying that we have started
the initial period post transition to maintain thinking the hostel as our own properties.
relationships with their peers or inmates and - Girls in women hostel, Kolkata
sometime their personal romantic relationships.
Most of the adjustment issues faced by the group living girls across cities when all girls were
not taking up responsibilities of their shares of work. Girls mentioned about fighting among
themselves over trivial issues in terms of sharing responsibilities in their group living spaces.
For example, few non-working girls were given the load of household chores as working girls
thought that they cannot follow daily rosters, since they stay out for work and get tired after
coming back. In all cities, conflicts observed among working and non-working YAs about
contributing financially by working YAs for their inmates in the group living who are still
looking for jobs or studying.
One instance was observed in one of the group-living arrangement in Kolkata where girls
divided themselves into two groups in the same living space, cooking for their own groups,
dividing utensils, mattresses, rooms etc, and living individually in the group. In another
instance in another group living arrangement of Kolkata, all girls had fight with a particular
girl for being lazy to follow her duty roster, selfishly cooking only for herself and for not
mingling with other girls in the group. In another group living in Kolkata, girls used to fight
with one of the girls in that group who had a boyfriend. This is because the boyfriend used to
get into fight with the girl very often and the other girls got disturbed in study etc. There was
a lot of adjustment issue with that girl as she used to complain to State Future team and never
tried to resolve the problems among themselves. In all such instances state team and future
focal persons/mentors had to intervene calling for group discussion with YAs in order to
resolve the conflicts. State team helped girls in allotting day-wise duty to each and the girl
who has duty in a day would get up early so that all others do not need to get up early.
YAs in Social Welfare Hostels and Women Hostels faced adjustment issues while staying with
strangers of different mindset. Girls mentioned that in hostel living, girls are from different
places and they have the tendency to live on their own, not being supportive to peers. One
of the girls in working women hostels in Kolkata suffered from a severe rat bite at night and
none of the roommates even bothered when the girl was in pain. Most of the hostel living
girls complained about the Hostel Supervisor not paying attention, if anyone does not follow
the duty or maintain cleanliness in the hostel. In one social welfare hostel, the complaint was
about abusive languages being used by inmates.

Daily Routines: maintaining rosters

Routines are also a vital psycho-social mechanism whereby a sense of trust and a feeling of
belonging are nurtured and sustained (Giddens, 1976). The daily routines were not always
easy or possible to develop for young adults in out-of-home care. The first learning of all
Young adults of Rainbow after moving to group living arrangement was to make a routine

40 | P a g e
clearly mentioning the duty rosters. Without adult supports in group living arrangements, YAs
need to learn how to take care of themselves and if anyone in the group falls sick how to
share the sick inmate’s responsibilities in the group.
To avoid conflicts and fights among inmates in group living, as discussed in previous point,
duty rosters get rotated every month, based on YAs’ convenience, rather than keeping same
duty for all YAs. For example, in Kolkata, daily scheduling of duties as well as timing to adhere
to has been planned so that everyone in the group follow the timing and scheduled duties.
Girls in Kolkata who have to leave very early in the morning are given duties of cleaning but
not cooking, whereas the same girls get cooking duty when they have holidays and so on.
Equal responsibilities are given rather than making a group leader to avoid bossing and equal
punishment in case of breaking of rules have been imposed. One good practice noticed among
group living girls in Kolkata was that from the beginning they set a budget of Rs.100 per day
on food and accordingly prepared weekly menu. Shopping of groceries and other are made
within the budget so that they do not need to struggle at end of the month, unlike girls in few
other groups living across states.
In Delhi, YAs distributed chores among themselves and duty clart is made to display in living
place in both the ‘Parwaaz’ hostel for boys and group living arrangements for girls. Cooking
made compulsory for all girls in group living and the youth mentor made a cooking schedule
dividing duties of cutting, cleaning and cooking. According to the Youth Mentor, such
distribution of all works among all girls helped in stronger bonding between inmates.
In Bangalore also duty clarts are made by the girls to display in their living spaces with
household duties being shared on rotation basis so that each girl gets to share each household
chores with others. Cooking rosters are being prepared by the girls in Bangalore themselves
along with weekly menu based on which vegetables are of cheaper prices.
On the contrary in Hyderabad, it was found that sharing of responsibilities have been set up
based on capabilities of individuals. Most of the conflicts arisen with the girls do not want to
learn cooking. Hence, few girls in group living in Hyderabad who knows cooking always take
responsibility of cooking whereas others clean the rooms and assist in cooking.

Life skills for independent living: experiences and challenges

Rainbow’s “Future” program envisages regular involvement of volunteers from different

walks of life to engage with young adults while YAs are still living in the safety of rainbow
homes. Volunteer engagements and life skill trainings engaging resource persons from
outside are some of such efforts that enable young adults in interacting with people from
outside their regular circles. Life skill trainings and interactions with young adults on different
social responsibilities help YAs develop their independent living skills and attitudes of taking
responsibility, being organized, delivering or completing tasks, being accountable etc. that
become handy after YAs start working part-time jobs along with studies post transition from
Rainbow. Important independent living skills include, groceries and other essentials, cooking
and maintaining a kitchen, budgeting and managing finances and supplies, managing time
between studying and other tasks, managing emergencies and illnesses of themselves and
inmates in their living spaces after they move out of Rainbow Homes.

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Difference between staying in care of Good practices by Rainbow to develop independent
Rainbow and staying out living skills of YAs
independently is that most of the
Girls in Sonarpur (one of the group living arrangement in
above-mentioned tasks are either Kolkata) were so much interested to live in a group that
handled by home staff themselves or they prepared themselves with mock practice of grocery
supervised by home staff in cases shopping, bargaining with vegetable sellers, and bringing
some responsibilities are assigned to groceries and essentials by hiring a Tempo etc. on their
young adults. Whereas post transition own. They also made chart on the duty roster and
young adults are supposed to take all budgeted daily expense not to exceed Rs.100 per day well
decisions and responsibilities of ahead of their move to the group living. -State Future
outside living. There are good Manager, Kolkata
practices across cities by Rainbow
In Hyderabad, a 15 –day transition summer camp was
Homes to help young adults
organized putting girls of different age groups from
experience independent living and different homes within Rainbow Home set ups where they
develop important life skills while they had shared responsibilities of cooking, cleaning, preparing
are in care of Rainbow, such as, smaller girls for schools, grooming smaller girls etc. Such
allowing young adults to purchase transition camp helped them understand how to mingle
their own groceries, budgeting of daily with girls of different mind-sets, what are the practical
expenses, making independent living difficulties in staying with each other and how to resolve
arrangements within homes etc. conflicts by themselves without any adult support or any
However, despite efforts of building intervention from state office/home team. There were
independent living skills, the study incidences of one girl got missing one day where all girls
shows some struggles that are still had struggled to find the girl and bring her back. Similar
initiative can be helpful for girls to learn important life
being faced by the young adults across
skills from practical experiences. -State Program Manager,
cities in their independent living Hyderabad
spaces. Some of the problems during
initial period post transition are:
 Difficulty in finding places for interview/college or entrance examination centre as the
girls were not at all familiar with Roads in Kolkata
 Fear in riding bus or metro alone and cross the roads.
 Difficulty in depositing and withdrawing money in bank account
 No exposure of cooking while staying in Rainbow homes. Therefore, girls faced challenges
in cooking food and survived on packaged and easy to cook foods.
 Challenge in money management from YAs’ own contributions and financial supports
from Rainbow. Many YAs mentioned about spending money lavishly in the beginning of
the month and struggling at the end of the month
 Challenge in taking all decisions by themselves without adult supports, guidance and
advice.
 Challenge in time management to do household chores apart from studying
 Chances of getting exploited financially by the job consulting firms. Many of the girls
across cities reported paying money to consulting firms but got target based sales jobs.
 Not able to mingle with the community and hence have poor networks in job market.

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Perceptions and challenges of the staff

 Keep motivation up for retaining jobs: One of the major challenges faced by the staff
across cities have been keeping the motivation of YAs in retaining part time or full-time
jobs. Young adults are choosy about jobs despite not being capable of anything better
they are placed into. Despite too much of efforts in placing YAs into jobs after series of
negotiations with companies, arrange skill-based training at concession rates, YAs do not
value the efforts and are not able to retain their jobs. Despite trainings on work ethics as
part of Rainbow’s ‘Future’ program, many YAs take impulsive decision of leaving jobs and
not ready to compromise even for a few days to learn and gain experience at workplace.
Some young adults have serious medical conditions and health issues for whom sustaining
stressful job or work demanding long working hours seems problematic. Future program
support for such YAs’ basic living expenses and medical expenses since they find suitable
job after completion of studies. For example, one of the girls in group living arrangement
in Delhi had to leave job due to her throat problem whereas another group living girl in
Hyderabad mentioned about losing part time job as the company closed down. However,
some of the YAs leave their jobs for trivial reasons such as petty conflicts with line
managers, extra working hours etc.

 Tendency to hide problems among young adults in Group Living: Despite future team’s
in maintaining regular contact with young adults in different living arrangements to know
their health conditions, emotional wellbeing, regular happenings in their lives and guiding
them to manage their day-to-day affairs or supporting in any kind of contingencies and
emergencies, young adults tend to hide their problems from staff. Staff across cities
mentioned that most of the time, YAs in different living arrangements do not inform about
the challenge they face in their community or living spaces. Young adults, mostly, in group
living arrangements have tendency to hide their problems such as health issues, conflicts
among inmates or problems faced in communities because they opt for group living on
their own preference despite alternative choices being given for social welfare hostels or
other living options. For example, in one of the group living arrangement in Kolkata,
neighbourhood faced conflicts between two political parties and incidences of bomb
throwing happened during election time. Girls got terrified due to the political violence
but did not inform Youth Mentor or state future team at that point. Similarly, in another
group living arrangements, one girl was suffering from poor appetite and did not
menstruate since long time but none of the girls in the group informed state team or the
mentor even during the routine follow up. Most of the time, YAs across cities do not
proactively share the problems being faced in group living and issues are identified only
from surprise visits in their living arrangements. On the contrary, YAs in hostels keep
regular contact with mentor or future focal persons in case any small problem they face
which is quite positive as state team can have close monitoring on them.

 Challenge to keep contact in regular intervals: Due to the distance of different group
living spaces, visiting the living arrangements on weekly basis. Despite the future focal
persons across all states ensured fortnightly follow up with all YAs at different living spaces
over message or phone calls, all staff agreed of communication gaps since YAs do not
proactively share their challenges on regular intervals. In cities like Bangalore and

43 | P a g e
 Hyderabad, girls in hostel accommodations come up with complaints regarding hostel
management or living issues or the day-to-day requirements weekly once over phone. In
all cities it was noticed that girls come to state office individually as and when required to
discuss their requirements or challenges faced. However, one of the challenging tasks for
the future focal persons across all states have been to arrange monthly or quarterly
meeting with all YAs in different living spaces to get the concerns and complaints on their
independent living since preferences and conveniences of YAs never match. This indeed
led to communication gaps in certain instances.

 Dropping out from hostels without information: There are incidences of young adults
dropping off from Social Welfare Hostels to stay with their families without informing
properly to the future focal persons. YAs with education scholarships wasted their
scholarships despite series of orientation before placing them in hostels to know their
preferences in continuing education. Few of such girls had gone to the families got
married with their own consent. Neither they bothered to inform future focal persons nor
other girls in the hostel or warden informed the state team.

Handling behavioral issues in group living spaces: Another challenge is to handle lack of
discipline among some of the YAs in group living arrangements. For example, girls in group
living in Delhi stopped cooking in the group or obeying daily rosters or sometimes were
coming very late in night. Those problem were solved with repeated visits and sitting in
their living arrangement and understand their problems. Future team at state level had
to intervene and tell the YAs that with such indiscipline in the group, Rainbow would not
support them in any way. In Kolkata, despite repeatedly speaking about different options
for breakfast and easy methods of cooking nutritional breakfast or lunch, girls found to be
either skipping breakfast or surviving on tea biscuit/ outside food in college/workplace.
Such issues do not come to the notice of mentor or future focal person despite follow up
since girls never count on such mistakes and share with staff.

Apart from that, conflicts among YAs in group living arrangements over silly things are
common across all cities. Since girls always do not proactively share the challenges and
problems in group livings arrangements, future focal persons across cities get information
from houseowner of the houses and possible solutions are provided arranging group
discussion with girls. For example, in one of the group livings in a sample city, houseowner
frequently complaint to state team about few girls for wasting water or not obeying rules
set by the houseowner. Sometimes, because of the mischief of few girls in group living,
conflicts arise in the whole group and without interventions of staff, the conflicts get even
worst.

o Reluctance of working YAs in contributing for non-working peers- This has been a
challenge for future focal persons across all sample states with YAs in group living. Most
of the working YAs are not ready to contribute for their non-working peers in group living
spaces. Working young adults get carried away seeing the material things of their affluent
peers in colleges or workplaces and start spending much money on things like mobile
phone, clothes etc. Working YAs often deny to contribute financially for non-working girls
in GL so that they can spend their earned money for themselves only and hence conflicts
in the group living starts. In Delhi, many of the working girls who were initially placed in

44 | P a g e
 group living arrangements left the group and started staying independently or in working
women hostel to avoid financial contribution for non-working peers. In Kolkata, to avoid
conflicts on financial contributions, girls who are studying are encouraged for taking
academic tuition classes and dance classes to get their pocket money or contribute
towards the rent and other living costs.

Suggestions from Staff of Rainbow

Capacity building requirement of Transited YAs: Based on the challenges faced in

preparing transited YAs, state team require need-based capacity building of YAs who are
into different living arrangements. For example, monitoring of weight, of YAs, nutrition,
hygiene related capacity building required for the YAs. Because in GL arrangements, it has
been noticed that girls compromise on food when either not having time to prepare food,
or because of laziness, which reduces their weight and cause nutrition deficiency impacting
overall health. In Kolkata, workshop on proper Nutrition requirements for YAs, easy cooking
methods of different nutritious food etc. have been demonstrated to YAs.

Practical module of mock group living before transition from care: State future
team mentioned that there should be a practical module as part of transition preparedness
where children from the age of 16+ can learn different life skills staying in a mock GL
arrangement. Following the independent living module, children can be placed into an
accommodation without any adult being in the group, where children by themselves would
have to prepare and execute duty rosters, share responsibilities of living including cooking,
cleaning, financial management, shopping, banking etc. The part of transition plan may
include preparing girls with these life skills including cooking because most of the girls
shared their struggle in making food in GL arrangement which was the reason girls in most
of GL arrangement compromise with their food intake on time. Other life skills that girls
lack are crossing the road, shop vegetables, bargain with the shopkeeper, operating bank
account, riding bus alone etc.

Supported group living arrangements, especially for girls: To ensure safety of girls
and to address any issue that may arise at night, there should be one mentor, who should
stay with the girls. From the point of views of children, they on the one hand enjoy
independence but sometime, face challenges in terms of health issue, running out of cash
in hand, need of groceries. In such situations, some of the girls felt the need of a mentor to
guide and help them at the time of crisis in independent livings.

Expectations of YA’s outside Rainbow’s care

 Convince families of YAs to allow them continue studies: Despite before choosing
living arrangements and academic/vocational courses post transition from Rainbow,
young adults are encouraged by Rainbow to evaluate different options available to
them in consultation with families along with future focal persons, objections come
from few of the families after young adults are placed into certain career options.

45 | P a g e
 Objections of families are inevitable from conservative Muslim families and some of the
girls face a lot of opposition with regard to types of job and travelling requirements for
the sake of work. For examples, girls in Media Science studies in Kolkata mentioned
about their interests in film making and involving in TV media which might require travel
to different places. Such YAs expect that Rainbow will help to convince their families so
that they can achieve their aspirations in life.

 Involve transited YAs in Rainbow Alumni Groups: The YAs into jobs expect to be
involved in rainbow home’s cultural activities as most of them get bored at hostels after
work hours and during holidays due to lack of entertaining activities to spend leisure
hours. Most of the working YAs across cities complained about lack of entertainment
options in independent living such as TV, internet connectivity or libraries as in Rainbow
Homes. Absence of entertainment activities in living spaces, most of the YAs stay glued
to mobile phone until late night that adversely affect their health. The YAs suggested
formation of Alumni Forum with YAs staying outside rainbow’s care and reunion
arrangement with the YAs in the forum every year in Rainbow Homes to interact with
younger children and teach them dancing, yoga etc. which would in turn entertain YAs.
Such platform will not only entertain YAs but also help in sharing their experiences of
independent living with the younger children.

 Trainings and capacity building to crack interviews and cope with workplace stress:
During transition and post transition periods, there can be extensive trainings on
developing resilience, concentrate on roles, delivering tasks, being accountable and
coping with stress at the workplace. Some of the young adults mentioned about
quitting jobs for not being able to handle extra workload or being involved in conflicts
with line managers. Similarly, some of the YAs who faced difficulty in facing interviews
expected detailed orientation for the interview process in terms of answering interview
questions apart from Rainbow’s regular effort in improving YAs’ communication skills
while they are still in the Rainbow Homes.

 Support to access identity and entitlement documents: Identity and entitlement

documents such as birth certificates, Aadhaar card, caste certificates, domicile
certificates are important to access government’s provisions like scholarships, as well
as various public and private services. However, most of the young adults interviewed
for the study mentioned about lacking entitlement documents, mainly lacking access to
birth certificates and caste certificates. Access to these certificates require application
in different offices or institutions along with set of supporting documents but young
adults do not have relevant information to access to these documents. The YAs
mentioned about their expectation from Rainbow to support with relevant information
about how to apply for each entitlement, what set of supportive documents are
required, where to apply each entitlement, what are the application and follow up
processes etc.

 Support in arranging part time jobs: YAs across cities mentioned about their struggle
to arrange part time job alongside studying and hence expect Rainbow to facilitate in
findings suitable part-time job opportunities to cover their living expenses. Since many
of the YAs reported about being cheated by job consulting firms with fake job offers

46 | P a g e
 and end up paying money to the fraudulent firms, they expect Rainbow’s guidance in
developing contacts with enterprises in different fields and get suitable jobs.

 Job based specialized courses: Some of the working YAs expressed their expectations
on Rainbow in arranging advanced vocational courses related to their work. For
example, girls working in salons in one of the sample cities wanted to learn bridal make
up for which make up kits to be purchased with support of Rainbow. Few girls
mentioned about their aspiration to join aviation or hospitality sector and expected
support from Rainbow in arranging short term course on aviation or hospitality.

 Enhance life skills for independent living: YAs across cities lack important life skills and
attitudes necessary for independent living. Hence, post transition from Rainbow the
YAs need skills such as, bargaining and purchasing essentials, organized life, cooking
and maintaining kitchen, budgeting and managing finances etc. As some of the life skills
such as cooking, budgeting and managing finances are not part of transition teaching in
Rainbow, most of the YAs in group living arrangements complaint about struggling with
making food or manage their monthly expenses at the initial time post their transition.
In many instances, YAs stayed hungry for not being able to cook or struggled with no
cash in hands at the end of the month for inappropriately spending money in the
beginning of the month.

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Chapter 4: Good Practice Models
Supporting Transition from Care
While adolescence is a time of independence and exploration, family relationships remain
vital to young people during this time (Daniel, Wassell, & Gillligan, 2004). Care leavers who
do not have families or parental supports need special provisions, opportunities, supports and
guidance for better coping after leaving care organizations. This is particularly pertinent for
children from traumatized background, disturbed or broken families, unstable living
conditions and children with development delays or mental health issues. Studies suggest
that flexible, gradual and well-planned transition for care leads to better outcome and coping
after leaving care.1 This includes individual transition planning based on the young person’s
needs, flexible post-care options and ongoing support until young people reach 25 years of
age.2
Significant literature on different housing assistance to care leavers suggest to provide
supports children until they are 25 years of age, placing them in different living options, since
many care leavers may not be developmentally or emotionally ready to live independently
after 18 years. This includes placing care leavers in existing after care housing, private housing
with housing allowances or in supported living units. Globally there are few good practice
models that provide post care supports particularly, the safe and secure housing assistance.

Alternative living arrangements: Some global practices

The St Luke’s Leaving Care and After Care Support Service in the rural Victorian town of
Bendigo is a holistic community model that adopts a “corporate parenting strengths-based”
approach that assumes responsibility for providing ongoing nurturing and support for
young people in leaving care beyond 18 years. In conjunction with community
organizations, it provides a comprehensive aftercare service that includes case
management, mentoring, employment and training assistance programs, material
assistance, housing assistance and supported transitional housing. A study involving 40
young people who had participated in this model showed improvements in the areas of
housing, education and training, financial management and living skills. Further, following
participation in the St Luke’s program, some participants reported reduced anxiety/
depression/ anger and a reduction in drug and alcohol use.

The ‘Berry Street Stand By Me Program’ was developed following a scoping study in 2011
that identified the need for ongoing provision of support and services for young people
leaving care with complex needs such as mental health issues, disabilities, and those
engaging in high risk behaviours. The ‘Stand by Me Program’ focuses on early intervention
and continuity of care via intensive case management. Program support workers establish

1
Mendes et al., 2011b
2
Supporting young people leaving out of home care; https://aifs.gov.au/cfca/sites/default/files/publication-
documents/leaving-care.pdf

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 strengths-based relationships with young people aged 16+ identified to be most at risk of
“homelessness and other negative outcomes” and provide continuity of support following
exit from OOHC. Evaluation found that the ‘Stand by Me’ Program provided some positive
benefits to participants although this study involved only a small number of participants.
Some of the positive outcomes associated with participation in the program included:
 program workers developed a greater ability to build trust with young people, which
subsequently allowed them to offer more timely support that resulted in positive
outcomes for the young people.
 young people’s participation in transition planning increased.
 better interagency collaboration was observed, which enabled program workers to
facilitate young people’s relationships with other support services (e.g., health,
disability, housing, employment).
 short and medium housing needs for young people improved.
 young people could address past trauma and access specialist mental health support
services.
 some young people were able to establish meaningful connections with their families.

The MacKillop Cluster Housing Model developed by MacKillop Family Services in Victoria in
Australia is a model of supported living options that supports care leavers by providing
semi-independent living set ups. The MacKillop cluster housing consists of a small number
of homes on a single site with various levels of on- and off-site supports depending on each
young person’s needs. It also allows young people with higher needs to live with a lead
tenant on a cluster site. The lead tenant helps young people develop the skills necessary
for independent living.

(Source: Supporting young people leaving out-of-home care; CFCA PAPER NO. 41 2016; Monica Campo and
Joanne )Commerford; Web: https://aifs.gov.au/cfca/sites/default/files/publication-documents/leaving-
care.pdf

Documentation of emerging and promising Aftercare interventions by

sample organizations: Special Focus on Housing

An attempt has been made in this study to identify practices of Aftercare in few selected
organizations across four sample cities, especially focusing on the housing arrangements
offered to the care leavers from those organizations. The sample organizations based in
Kolkata, Hyderabad, Bangalore and Delhi have been working with children in need of care and
protection, mainly children from destitute families, children in street and other crisis
situations. The information is based on the interaction with representatives of the sample
organizations, the documents shared by the sample organizations as well as the information
received from the official website of each organization. The information sought from sample
organizations was mostly on experiences and challenges in aftercare practices including
supports to care leavers in terms of housing, education, vocational trainings, family
strengthening, capacity building for better living outside care etc.

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 SOS Children Village: Bangalore

About the organization: SOS program

As an independent non-governmental development organization, SOS children’s village works

for the welfare of children in need of care and protection assigned by CWC, mainly the street
children, parentless children, single parent children, mentally challenged children, abandoned
children etc. In India, the organisation caters to over 25,000 children and there are 32 SOS
Children’s Villages in 22 states in India.3 Aligned to the UNCRC the organization has two
flagship programmes, namely the Family Like Care and the Family Strengthening Programme.
SOS model of family like childcare runs in phases such as, i) Family Based Care for girls till 18
years and boys till 12 years, ii) Youth Care for boys of 13-18 years of age where the boys are
shifted from FBC of SOS villages. Under FBC, children of different age groups live together (in
clusters) as brothers and sisters
with a mother. Every cluster live in Factors behind the success of Family Based Care model
its own house and is given a - Three months of structured training in National Training
middle-class family budget to Centre of SOS to each SOS mother help them to
meet its household needs and understand different challenges they may face in
requirements. What sets it apart staying with so many children as families. The trainings
is that it offers an environment also help the Mothers to be empathetic to the children
akin to that of a regular family the which is important to keep up strong bonding with
emotional ties built on between children.
children under the care of SOS - Incidences of small conflicts arises especially dealing
and their SOS mother last a behavioural issues of older children. However, strong
lifetime. There are 15 – 16 families emotional bonding among mothers and children helps
the Mothers to cope with such challenge.
under FBC are there in Bangalore
- Every mother and staff are adhered to the non
SOS with on an average 8-10 negotiables regarding child protection policy to ensure
children in each family along with safety and protection of children in the villages.
a SOS mother. The role of - Continuous support to the Families by Director and co-
Mothers in the lives of children in workers, not in a way of monitoring but in supportive
SOS villages are same as a Mother manners
in family set ups, such as bring up
and guiding the children as they were their own, whereas children grow and learn together,
sharing responsibilities and all the joys and sorrows of daily life. While girls continue to stay
in FBC under care of SOS Mothers, boys from 13-year age onwards get shifted to Youth Care
Facilities under the guidance of Youth Care Worker.
Strengthening alternative care for YA staying with families through support to parents
and extended family

SOS shares its core learnings with the outside world through its Family Strengthening Program
(FSP). Family Strengthening Programme (FSP) is conducted in slums in the vicinity of the
villages through Self Help Groups (SHGs) and designed by SOS to prevent abandonment of

3
https://www.soschildrensvillages.in/

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children by families belonging to the most vulnerable sections of society. The organization
helps the families build their capacities so that children are well cared for and families stay
together. Two-pronged approach under FSP is to; i.) provide essential services to children,
such as education and nutrition, and ii) empower women with the capacity to protect and
care for their children and become self-reliant.
The FSP in Bengaluru has also worked widely towards sensitizing families that fall under its
care. Various personality development workshops and programmes are organized by SOS
India in collaboration with Swasti NGO, Child Rights Trust, NIMHANS, INSA India, BOSCO NGO
and SWASTI in order to strengthen the capacity of such families. Regular seminars and
awareness programmes are organized wherein children and their parents are educated about
key social issues like HIV/AIDS, adolescence, and its changes etc.
Working with care leavers- After care supports

o Transition Preparedness- Support on education and vocational trainings

Children in Family Based Care (FBC), on attaining 14 years of age, starts learning household
chores, bargaining of vegetables etc. along with mothers because the organization believe
that children need to be taught life skills from very early ages so that on attaining maturity
and after transition, they do not face many problems while staying independently. Sharing
responsibilities with SOS Mothers help instilling value of living as families among children.
Apart from that, trainings given to children about spending of money and there are strict
monitoring and follow ups during their stay in FBC or Youth Facilities on how they spend
money.
Apart from life skills, the organization put efforts in identifying the capabilities and IQ levels
of children apart from looking for different career options. At class 8, IQ tests are conducted
for all children to know their information on different career options. Individual preferences
and capabilities of children are taken care and according to children interests they are placed
into vocational trainings from age 16 through different networks.
SOS believes that only linking to vocational trainings will not work and YAs are to be given at
least one relevant employability skill to continue employment. Professional courses help
enhancing employability skills and vocational courses alone cannot do that. If while studying,
some YAs want to go for on job trainings, SOS encourage that supporting the training cost as
that would increase their capabilities. Mock interview session starts from second year or final
year of graduation program or vocational courses of YAs to prepare them for job interviews.
Spoken English, stitching skills and computer skills are being taught and project specific
interventions of skill enhancement and employability skills taken up with YAs based on the
types of jobs they would be placed in.
o Living arrangements

While boys above 18 years of age groups are placed in guided Youth Home facilities and
receive academic or vocational skill trainings, career guidance, personality development
guidance by SOS, girls above 18 years are placed in different Paying Guest accommodations

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in groups. The team shared that girls are not placed in hostel on attaining 18 years of age
because it is problematic to follow up the girls individually. Instead, it is easier to follow them
up when they stay in groups and the groups are smaller. After the young adults starts earning,
they are placed in the community with more independence to take their own decisions and
lead independent lives.
Young adults, since early ages learn important life skills - social, emotional and educational
before they move out from SOS which prepare them towards smooth settlement outside care
set up.

“No clear aftercare rules have been set up by the Govt because Govt only talks about
vocational trainings and job placements but do not provide clear guidelines on
accommodation arrangements for YAs who do not have families to be reintegrated to”.

o Post after-care follow up and support to young care leavers at different

accommodation

SOS offers pocket money, stay expenses, education fees, books and stationaries (on
producing bills of books) and travel allowances based on actual amount to all YAs after
transiting from FBC or youth facilities. As shared by the SOS team, a Three-year financial
support program is offered by the organization for YAs placed in different jobs till the age of
23-25 based on how much time YAs take to get settled in job. The YA can choose to take the
financial support or reject it based on the income in their employment. Pocket money of
Rs.2500 is being offered by SOS to each YA in job in the first year of getting employment,
which gets reduced to Rs.1500 in second year and further reduced to Rs.1000 in the third
year.
Apart from financial supports there are regular monitoring in YAs’ living spaces on their
independent living. Case workers/ Co-workers are the contact point and they continuous in
touch with YAs and report to the Director in cases of problems faced by boys or girls in their
living arrangements. They are responsible to help the girls/ boys to manage conflicts among
young adults in different living spaces.

Challenges faced by the organizations

SOS is careful in making the groups to place in different accommodation outside care set up
because, if one girl/ boy creates problem in the group, the whole group suffers. Hence, very
small groups (2-3) children in different PG or Hostel are being created. However, despite life
skill teaching since early ages and follow up in living spaces, some of the YAs were not ready
to manage the tenancy, especially regarding paying bills and financial planning whereas some
faced loneliness and isolation.

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Aspirations among YAs to get into expensive courses is another challenge for the organization
to arrange funds. For example, Aviation courses are much more expensive and even though
many of the YAs prefer for the course, SOS struggle to afford the cost of placing them into
aviation course. Despite struggle, 9 boys and 6 girls in Bangalore have been placed into Air
Hostess training courses through MOU with Air India.

Don Bosco: Kolkata, Hyderabad and Bangalore

About the Organization

The Don Bosco Network offers a gamut of services through prevention, intervention and
rehabilitation to the children and youth who are at high risk of losing their required care and
protection. The Young at Risk (YaR) find themselves on the severe end of the vulnerability
spectrum. This population includes children from slums and on the street; children with
disabilities; children from oppressed castes; children with HIV-AIDS, amongst others. They
routinely face abuse, violence and exploitation which makes them susceptible to substance
abuse as a means of escape. The lack of a social security net allows every crisis or shock to
impact them with disabling outcomes. There are 72 YaR centers across India operating rescue
booths in railway stations, bus stands and other locations where such children congregate,
whereas the night shelters, drop-in centers and shelter homes offer temporary care and
protection for them. Over the years the organization rescued 173,134* missing children;
repatriated 64,928* missing children; provided long term institutional care to 44,659 children
and empowered 50,000 children through rights-based education programmes.4
The sample organization- Don Bosco Ashayalam of Howrah district of West Bengal provides
assistance to all children in need, regardless of religion, caste, or gender. Ashayalam counts
20 Children’s Homes and 2 Night Shelters in four districts of Bengal with over 500 children
residing and benefitting from educational, vocational, and recreational opportunities.
Ashayalam in Howrah district has 5 centres for boys and girls in 5-20 years age group, such as,
i) Mayeer Asha for girls in 5-18 years age group; ii) Asha Anand I for boys in 12-18 years age
group; iii) Asha Mayuk for boys in 14-18 years age group; iv) Asha Anand 2 for male young
adults in 18–20-year age group and v) Mayeer Asha for girls and female YAs in 12-20 years
age group. The NGO also expanded its action in the slums and railway stations through 4
programs focusing on street presence, education, medical care and counselling. Don Bosco,
Kolkata, has helped over 80,000 children over three decades.5
The story of Don Bosco Navajeevan Bala Bhavan, Secunderabad, began very early after the
second provincial chapter of the St. Joseph’s province of Hyderabad in 1996, brought forth
deliberations to launch new ventures for the welfare of street children in Hyderabad, it being
the capital city of Andhra Pradesh (now in Telangana State), and then in Vishakhapatnam, a
city in Andhra Pradesh. The Don Bosco, Hyderabad taken for this study has 4 centres in
Hyderabad, such as, I) centre for rehabilitation of children including children needing

4
http://www.dbnjhyd.org/
5
http://www.dbashalayam.org/

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vocational courses, ii) centre for primary school going age group of 6 to 11 years, iii) centre
for shifting children who completes primary schooling; iv) centre for girls who are school going
or working or into vocational training courses. Apart from that outreach program is run by 16
centres in slums of Hyderabad, such as, 5 centres for child labour and 11 for very vulnerable
communities, so as to prevent the children in the slums from becoming street children.
Children selected for outreach interventions have the families and the education and
awareness interventions administered with them, while keeping them in the families. Don
Bosco Navajeevan in Hyderabad, since the beginning, contacted 29,737 children in distress;
registered 12,959 children in shelter; home integrated 6,697 children; rehabilitated 3,145
children.6 As part of street outreach program, over twelve years, the field workers of Don
Bosco Hyderabad have contacted around 22,196 street children and child labourers at the
railway platforms and bus stations surrounding Hyderabad.7
Bangalore Oniyavara Seva Coota (BOSCO), more commonly known as BOSCO is a project of
the Salesians of Don BOSCO (SDB) that offers services since the last thirty years to the Young
at Risk like - children living on the streets, child labourers, abandoned / orphaned children,
victims of drug abuse, victims of child abuse, begging children, rag pickers etc. BOSCO has
spread its wings across the city of Bangalore through 7 rehabilitation centres & 6 street
presence locations.

Strengthening care for children through vocational and professional trainings

Recognizing that learning comes in many different forms, children in Don Bosco Networks are
offered professional trainings along with educational interventions since early ages to
enhance their concentrations, focus and strengthen their self-confidence and self-esteem.
For example, Don Bosco Ashayalam implemented ‘Asha Dan Farm’ with street children who
are unable or unwilling to enter formal education or the other Street Children Vocational
Training Centre options. Also, the distressed teenagers under long term institutional care of
Don Bosco learn to work in the farm apart from continuing education from Tutors. The fish,
chicken, milk and dairy products produced in the farm are consumed locally by the children
and supplied to nearby Ashayalam homes whereas, produced fruits and vegetables are
supplied to all Don Bosco homes in West Bengal. Apart from that, Trainings for children
between 14-18 years of age in children’s homes is imparted on Bakery, tailoring, handicrafts,
book binding. Based on the interest of children they are placed into these types of trainings.
Children prepares exercise books, folders, school uniforms, medical envelop etc that are used
mainly in Ashalayam’s homes whereas the handicrafts prepared by the children are sold at
the Ashashop, the retailer store in Kolkata.
Don Bosco in Hyderabad offers vocational courses on tailoring and computer courses like DTP in the
campus. Apart from that, courses such as hospitality management, electrical fitting courses,
welding, bakery, book binding, printing press operations etc are outsourced to the vocational
training centres run by different partner organizations, Yashoda foundation or Bosco Seva Kendra
to name a few. Both boys and girls above 16 years of age are given professional trainings on tailoring

6
http://www.dbnjhyd.org/childrentada.php
7
http://www.dbnjhyd.org/services.php

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and embroideries through different organizations, apart from regular non formal or formal
education.

After care programs

o Transition preparedness and job placements

Don Bosco in both the sample cities mentioned that transition preparedness is started with
all children from 14 years’ age group with life skill trainings as well as vocational and
professional trainings through Don Bosco’s Vocational Training Centres inside their campuses.
Children are financially compensated for preparing craft materials and other products. The
amount received from selling these products get deposited to children’s individual saving
account, ensuring they are financially secure when they leave the NGO.
In Kolkata, on attaining maturity, 18+ age group boys are given choices for ITI courses,
electronic courses, carpentry, hairstyling etc. in the campus of Ashayalam. In bakery section,
bread and buns are prepared by children that are supplied in different places. On the other
hand, girls attaining maturity in Ashanibas- the destitute children and teenagers’ home for
girls run by Don Bosco in Kolkata learn tailoring and beautician courses in girls’ campus. Such
trainings help girls and young destitute women to develop employable skills and gain financial
independence to support themselves and their families. These young women also grow in
confidence and self-esteem as they become skilled in this creative trade. Placement
department in Don Bosco Ashayalam shoulders responsibilities to find jobs for YAs after
completion of their studies or professional/ vocational trainings. Don Bosco’s placement cell
directly contact different companies interested to absorb children from Don Bosco.
Workshops conducted to show different career options with different companies. As per
interest of the YAs, they are linked to different apprenticeship program against monthly
stipend. After the Apprenticeship trainings YAs need to go through vigorous selection process.
Placement cells are monitoring the skills and capabilities of YAs so that they do not face
challenges in appearing before job selection processes.

On the other hand, Don Bosco Navajeevan, Hyderabad encourage YAs to complete at least
10th class along with imparting different vocational trainings. At the time of stay with Don
Bosco, YAs over 16 years get freedom to choose professional trainings on eight trades
available in Don Bosco campus. To enhance their money management skill, every YA is given
very small amount of pocket money of Rs. 75 every month and get trained on how to use their
pocket money. As part of providing life skill training, YAs above 16 years of age are often sent
out to learn practical life skill such as, booking train tickets, operate bank account, etc. YAs
above 16 years are allowed to use mobile phones which some of them buy from their saved
pocket money. Don Bosco Hyderabad offers career guidance and job placement through the
career guidance cell that helps the street and working children to be empowered, to make
informed and reasoned decisions, to acquire a career and hence resulting in better economic
conditions. The transition preparation includes, providing individual guidance to YAs to
choose proper career according to their interest, aptitude, personality, and intelligence; teach

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and train job seekers on basic
English-Speaking Skills; arrange job “Most of the YAs into jobs do not have value
orientation programs to motivate of money and hence organization keep their
YAs, approach to different ATM cards for initial few months so that YAs
companies for job placements and do not spend their income on entertainments,
conduct campus interviews for the mobile, outside food etc. “
YAs. Apart from choosing jobs
according to YAs’ capabilities, Don Team of Don Bosco, Hyderabad
Bosco Hyderabad guide and
encourage them to take up self-
employment schemes after finishing
formal or non-formal educations. Don Bosco Hyderabad makes sure that bank accounts for
all YAs are open long before their transition from the organization.
Transition preparedness in BOSCO, Bangalore do not have exact boundary of 16 years, rather
vocational trainings start from 14 years of age to the children to help them lead a better and
more responsible life. In Vatsalya Bhavan, girls, who has resistance towards formal education
are placed into bridge courses along with professional trainings because the organization
believes that without basic education, professional trainings may not yield good
employments for them. On the other hand, academically sound YAs are supported by BOSCO
for their higher studies. Career guidance is given to the YAs where the team interacts with
them and according to their interests and capabilities and YAs are placed in different types of
course or academic career. The vocational training includes welding, carpentry, two-wheeler
mechanism, computer training, tailoring etc. BOSCO supports the children who cannot go
back to their family by giving the skills training till age of 19-20 years. After completing the
vocational training, the organization place YAs in jobs settings linking them to companies in
relevant fields according to their qualification, that help them to construct their future, by
making them to find out their bread from their sweat.

o Living arrangements of care leavers

On attaining maturity, male YAs in Don Bosco Ashayalam, Howrah place them into the two
After Care Homes established and managed by Don Bosco. These aftercare homes are
constructed with financial contribution of BOSCO alumni who are now well settled in their
lives. One of the aftercare homes has 25-30 YAs staying together along with a care supervisor,
whereas another After Care Home has only 7-8 boys and the boys are managing the home by
themselves without any Supervisor. In the guided after care home, the YAs are part of decision
making under guidance from the Supervisors whereas in unguided set up, the boys share
household chores among themselves beside managing their apprenticeship trainings and part
time jobs.
In Don Bosco Navajeevan, Hyderabad, YAs on attaining 18 years of age group children are placed
into Aftercare Centre run by Don Bosco at Bhoiguda of Hyderabad. After 18, the organization also
encourage YAs to form a group or 3 or 4 to rent a house outside and start group living with guidance
and strict monitoring from Don Bosco team on how they are managing alone, at least for initial 3
months. In certain instances, where YAs struggles to manage living together properly, they are
encouraged to come back to Don Bosco’s after care center. At the time of interview 40 such male

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YAs were present in after care home whereas 4 male YAs into jobs were staying in Group Living
arrangement in Hyderabad.

BOSCO Yuva Kenrda, serves the youth, who require support to secure employment,
apprenticeship or acquire a vocational skill leading to job placement in Bangalore counts 25-
30 male YAs of 18+ age group whereas Vatsalya Bhavan, that caters girl children at Bangalore
count 5-6 female YAs present at the time of interview. After the YAs settle in their jobs, they
are motivated to live on their own outside BOSCO. The job placed boys are assisted in
procuring private rented rooms outside BOSCO’s residential facility. Around 3-4 boys stay
together in a rented room as a family under supervision of BOSCO staff and pay the rent
jointly. On the other hand, after placing girls into jobs, BOSCO provide accommodation in
their shelter even after attaining maturities so that girls get a good amount of saving under
control of BOSCO. After 6-8 months they are placed outside BOSCO’s shelter such as, paying
guest accommodations or group living arrangements and their savings get handed over to
them. In this process, young girls learn to control their expenses and save more.

o Post-care follow-up and supports in different living spaces

In Don Bosco Ashayam, Howrah, the YAs who stay in the After Care Facility run by Don Bosco,
get supports from the Group Leaders (senior boys) as well as Supervisors allotted to each
After Care Centre to resolve the problems they face in their daily lives. The YAs in aftercare
facilities get a fixed travel allowance as all boys are working or studying outside, all other
expenses such as food, lodging etc. are covered by the organization. The team in Don Bosco,
Howrah mentioned about handholding supports to YAs on attaining maturity for minimum of
2 years in general and 4-5 years in specific cases, if required. All aftercare homes have
timetable where YAs participates in decision making on daily time table and food menu as
well as share household chores with the help of senior boys in the group. The Supervisors are
the contact points in each After Care Facilities in Ashayalam who generally stay along with the
YAs in the centres and bring grievance incidences in the notice of the Director for possible
solutions.
In Don Bosco Navajeevan, Hyderabad, YAs of 18 years age group are being supported by the
organization till they settle or reach the age of 25, whichever is earlier. The organization makes sure
to keep connection with YAs who do not stay in Don Bosco’s after care centre but in different living
arrangements outside the campus because even though the YAs start earning and living on their
own, they need emotional support due to their distressed pasts. More than 80 percent YA above 18
years are in regular contact with Don Bosco. Other supports extended to the YAs living outside Bosco
campus are.

- Supporting with pocket money, rice, and other monthly provisions of groceries for initial few
months, whereas utility expenses such as rent, electricity, water are contributed from their
salaries.
- Guiding on how to manage group living for initial 3 month.
- Supporting with health and medical needs of YAs above 18 years in different living arrangements
- Encouraging them to apply online in various government services – especially in police
department in different categories.

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- Supporting YAs for better management of their income in different living spaces as there have
been incidences of mismanagement of income such as, buying phones, lending money to friends,
wasting money for unnecessary things.
- Grievance redressal committee to solve conflicts among YAs in different living spaces.

BOSCO Bangalore mentioned about the After Care Coordinators who are the direct contact
points for YAs in different living arrangements. The Director of BOSCO are in close contact
with the YAs even after the boys move from BOSCO and live independently to provide
emotional guidance to them as and when required. In cases of conflicts or mental well-being
issues among the group mates, BOSCO’s full time counsellor and volunteers are engaged to
have interactions with the YAs in their living spaces to provide solutions to the problems.

Bottlenecks encountered by organizations with care leavers in different living spaces

Despite the team in Don Bosco, Kolkata mentioned about their children understanding value
of money, the team in Hyderabad contradicted complaining about few YAs lack skill to save
their income. The main challenge faced by Don Bosco in Hyderabad with YAs in different living
spaces has been to control misuse of few YAs’ income on expensive mobile phones or lending
their hard-earned money to people who never pay back the money.
Several trainings on financial management arranged from corporates such as, Genpact,
Deloitte. However, most of the time YAs are not attentive to such trainings and forget
whatever the things they learn in those trainings and continue spending money needlessly.
There is a need for frequent trainings, at least once in a month for the YAs even though it
stands difficult for any organization to arrange trainings with big corporates frequently.
Another challenge and major reasons of conflicts among YAs in living arrangements is that
some YAs are not maintaining personal hygiene which some other YAs in the group oppose.
Lack of bonding among group mates is another issue in any group living accommodations that
staff struggle to tackle. Issues such as, anxiety, mood swing, isolation, loneliness, suicide
attempts etc are common among YAs leaving outside Don Bosco and sometime staff struggles
to address the issues for not having professional counsellors as it is difficult for the
organization to afford cost of their services.
Accessing entitlement documents especially birth and caste certificates which are
important documents for YAs leaving care to get benefits in different field of job or
higher education. Don Bosco, Hyderabad mentioned about absolutely no help from
Government in getting legal identity documents. In order to access Birth Certificates for
YAs, the organization paid Rs.5000 per YA to brokers as they could not access the
certificates from the government system. Furnishing a letter from organization stating
about the children’s orphan status and their duration of stay with Don Bosco enabled
them to get the certificates within a week which took months together to access through
the system.

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 Good practices by Don Bosco across cities

 One of the best practices of Don Bosco across the country has been integrating
vocational and professional trainings as part of care standards that not only helps young
people learning marketable skills and earn money for the future but also to focus,
develop a strong work ethic, set and meet achievable goals, and to strengthen self-
esteem.
 Child participation and decision of children are given priorities. Based on children’s
decision, they are placed into either academic courses or professional courses. All
supports are provided but the final decisions are taken by children.
 Since Don Bosco’s vocational training is complemented with formal education, the
practice helps young people to succeed in school as well as in their chosen trades. This
helps them learn to take responsibility for their life decisions and empower young
people to take control of their lives.
 After YAs are placed into Apprenticeship programs with different companies, Don Bosco
approaches the companies to allow the boys have practical work experiences in those
companies for few days along with trainings. In this process, YAs get to know about the
jobs so that after completion of trainings they get absorbed easily into those
companies.
 Peer to peer mentor and leadership strengthened the cause of the Province in the
empowerment of the Young at Risk.
 As part of the outreach program Don Bosco across cities contacted and counselled
street children and child labourer in and around bus station or railway stations which
have got highest level of these children. The outreach workers/street educators and
peer workers (former street children under care of Don Bosco) be in the railway
platforms and bus stations to talk to the Railway children, providing them with advice
and support. To rescue the groups of children at risk, the outreach workers build good
rapport with railway porters, sweepers, auto rikshaw unions, railway employees such
as TTEs, RPFs etc. which promotes awareness to help transform the lives of these
vulnerable young people.
 Efforts are made to get sponsorships for YAs choosing expensive professional courses,
if children show interest and the placement cell feel that children who are showing
interest can excel in those courses and get good jobs. For example, most of the children
in Don Bosco, Kolkata are successfully placed in famous hotels after completing courses
on hotel management.
 To keep the motivation of children in retaining job is to prioritize their interest on where
they want to settle themselves. Also, vocational trainings teach them to focus, develop
strong work ethics, know value for money. With proper training in a particular field,
they become more mature and less impulsive. In certain instances, YAs are unable to
continue with present jobs for various reasons ranging from aspiration for better career
opportunities to feeling of being undervalues. However, the YAs themselves
understand that they must find alternative jobs before resigning to the present job.

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 Baale Mane Trust, Bangalore

About the organization

The organization, Baale Mane Trust in Bangalore works towards empowerment of

disadvantaged girls from rural communities surrounding the city of Bangalore, who need care
and protection and belong to comparatively lower level of economic background, broken
home or dysfunctional families, or children having traumatic pasts. Girls are given long term
residential care including formal education, life skills trainings, job readiness sessions, sports,
creative expression classes and vocational trainings until each girl can live a self-sustaining
adult life. As the girls prepare to leave the Baale Mane home for courses or jobs in the city
which help them to build a career and become self-sufficient adults. Long term career
counselling is provided from the age of 14 years to identify who can be placed in academic
courses and who required vocational trainings.
Girls are encouraged to undergo some form of further training after completing school to
increase their self-reliance and career opportunities. Baale Mane get in touch with companies
such as, ICICI, TATA, Taj Hotel Group, Aptech Software through the organization’s trusties who
connect our girls to those companies for courses in considerably less fees. If girls want to go
for higher education, the organization support them with course fees. If any girl does not wish
to continue her education and would instead like to apply for jobs after 10th grade, they are
given first job support as those who graduate vocational/college courses.

After care program

Guidance and support are provided to the older girls under care of Baale Mane, Bangalore to
ease the transition of the YAs when leaving the home to move into the city for college or
work. Growing up in a place of nurture, care, and stability after facing many difficulties in their
early lives, these YAs as they approach age 18, may face difficulties to manage alone and cope
up with challenges of outside world, along with uncertainty about leaving the organization.
Therefore, the organization plans for transition program and independence program for each
care leavers for their smooth integration in outside world.

o Transition Preparedness and Independence support

Once the girls in Baale Mane reach 11th grade, they participate in the Transition Plan alongside
their regular Care Plan. This aims to equip the girls with the skills to manage life outside of
Baale Mane once they leave and move onto their independent phase of life. The transition
plans consist of different activities and workshops to enhance practical life skills of the girls.
This includes practical sessions on budgeting, grocery shopping, equipping them with
emergency response information as well as exposing them into train, bus, metro rides and
showing them different accommodation options after transition. For example, a workshop on
finances and budgeting are held at Baale Mane to help the girls understand about managing

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their finances, including their allowances, rent and future taxes once employed. Similarly,
taking girls to grocery shops and market to purchase required things for the children home
make them understand the costs of items and how to negotiate with shopkeepers.
Transition plans in Baale Mane also include providing options for higher educations and
career guidance, where individual sessions are held with each transition girl in every 6 months
to have discussion about further education and careers options. Providing different careers
possibilities through career fair and exposure to speak with professionals in different career
fields help YAs to choose relevant career according to their capabilities. Apart from providing
career options, efforts are made throughout the transition period to enhance girls’ various
important job readiness soft skills including leadership, teamwork, and communication.
Workshops conducted for girls to meet potential employers, discuss work ethics, discuss
rights and responsibilities to maintain in workplaces and encourage girls to fight for their
rights and equality in their workplaces and future careers. To give girls an insight into the
realities of the job and what skills they need to succeed, short work experience placements
are also planned by Baale Mane during girl’s school/college holidays.
Child participation methods such as, mentoring from team leaders (older girls) in the homes
and solving challenges faced by younger girls etc. are used to instil value education,
adjustment capabilities of YAs, as part of the life skill enhancement program during their stay
in Baale Mane’s care. Transited girls are encouraged to become role models to the younger
girls under Baale’s care, and participate in sessions with the younger girls, sharing their
experiences and guiding those who are going through the Transition Plan. In transition
program, the organization also includes some aspects like cooking, managing budget and
finances because it has been experienced that YAs after moving from home into outer world
face many challenges living alone and managing their income and expenses properly.

o Living arrangements and independence supports for care leavers

Once the girls make the move after the end of 12th grade, the organization begin the
Independence Plan, which monitors their progress as they start to live in the city and builds
on their learnings from practical independent living. The Independence Plan allows the young
women to manage and take responsibility for their own lives and plan for their future. Each
new independent girl is assigned an older mentor who has been living in the city for a while
to handhold newly independent girl for the first few months to ensure the younger girl is
settling in their living spaces.
On attaining maturity, girls are supported and guided by the Baale staff to apply for
internships, meet with different placement contacts in their chosen career paths. The girls are
also assisted in applying for the jobs, writing applications and CVs. Many of the permanent
jobs found for the Baale girls are through contacts of the staff or from the networks of trustees
with organisations in the city. Sometimes girls themselves get job after completing the
courses. For example, ICICI train the girls into office-based courses and after completion of
trainings after 10th standard they can be absorbed in ICICI. Conducting life skill programs for
girls on regular basis help them to get confidence in clearing job interviews.

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Most of the girls after 18 years of age have been placed into paying guest accommodations,
close to the organization with financial supports to all girls on accommodation costs, travel
expenses, necessities, etc. At the time of interview, Baale Mane was supporting about 20 YAs
above 18 years. Few girls who passed long back are in contact who are invited in every alumni
program. Supports extended to the transited girls are:
 Baale supports their higher education/vocational training and living expenses and extends
this support into their first year of work. Baale staff- the care workers remain in contact
with the girls’ colleges and keep track of their grades and performance. If any issues comes
up then support plans to address the issues are initiated.

 Once the transited girls complete their

vocational or college course (or if they Baale Mane completely stops
decided to go straight into a job without supporting transited girls financially, on
embarking upon/completing a course),
dropping out of at least 2 vocational/
Baale supports with PG housing or
college courses or quitting at least 2
similar accommodation fees up to a
jobs of due to extremely negative or
maximum cost of 6000 per month, for at
unprofessional behaviour of girls in
least 6 months or until YAs get their workplaces.
jobs, allowing them to focus solely on Team, Baale Mane
their studies or jobs. Apart from that,
girls are supported in first 6 months post
transition with pocket money of 1200
rupees a month, fees for job readiness courses and English courses, travel expenses of
500 per month, healthcare costs etc. If a girl is not getting a job within those 6 months
after completing their course, Baale provides living and housing supports for another 6
months to find a suitable job. If a job is found, financial support is given for first 6 months
into their first job so that they can manage to save some of their income and after first 6
months of job, girls are encouraged to live on their own independently with emotional
supports from the organization.

 The YAs are encouraged to come to staff in case of difficulties, to solve problems on their
own and come up with effective solutions. Care workers of the organization are divided
based on age group they are responsible for. One of the care workers act as point of
contact for the girls above 18 and is responsible for addressing issues and challenges faced
by the girls in their respective living arrangements. Weekly meeting of transited girls to
maintain regular contact and one-on-one meeting as and when required are organised to
help the transited girls in different living arrangements, getting solutions for any issue or
concern they face. Regular trips back to Baale Mane by transited girls and Alumni Program
are arranged by Baale to help transited YAs remain connected to the organization.

Challenges faced by the organizations with care leavers in different living spaces.

The major challenge faced by the organization is that sometimes girls take the support as
granted. At times girls’ loose interest on the career path they choose and then drop out from
the vocational/ professional courses despite investment of substantial resources on them.

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They might not like the course or face difficulty to cope up with the chosen course. In case
when a girl decides to leave a course or training programme and wishes to apply for another,
Baale support them to switch to different course but the girls are allowed a maximum of one
course change. At the same time girls face adjustment issues in workplaces which lead to
quitting jobs. There are instances where few girls dropped off from different jobs and got
married, which was beyond the control of the organization.

Mahima India, Kolkata

About the organization

Mahima India supports Mahima Homes in providing specialized care and rehabilitation to
minor victims of sex trafficking and youth formerly in sex trade or victims of sexual abuse as
well as other children in need of care and protection, referred by Child Welfare Committee
(CWC), police to ensure their successful reintegration into society.
Mahima India runs three shelter homes, such as, i) Umang – the girls home for 12-18), ii)
Ummeed – the girls home for 6-18 years, iii) Mahima Premanand Boys' Home for 6-18 years
age group. Apart from long term care homes, Mahima runs a drop-in center named Ashaloy
for children and women in Kolkata’s biggest Red-Light Area. It is an oasis of hope for the
commercial sex workers and their minor children in the heart of Kolkata’s largest red-light
district, Sonagachi in Kolkata. Children at the Ashaloy center receive educational
opportunities and holistic care while women receive encouragement and proper guidance on
learning to start alternative employment toward embracing a new way of life. Group
counselling for the community’s women is conducted once a week by a staff member from
the Mahima Home. Additionally, these women also participate in awareness program
organized once a month by Mahima to educate and equip them with basic knowledge of
substituting their existing profession and to sensitize them about women’s rights.
The organization aims to create awareness and assist in the prevention of sex trafficking and
child sexual abuse in the urban and rural pockets of West Bengal to keep the children safe in
source areas and also to bring about change in the people’s attitude and mindset. 8 Activities
in Mahima Homes include enrolling children in formal school to help them continue with
their education under special guidance, provide medical facilities, provide psychological
therapy and ccounselling, legal aid, provide music therapy though dance, piano and ukulele,
provide vocational training, job placements, etc. focusing on adult independent leaving. In
Premanand Boys’ Home, the minor boys are also given football coaching and piano classes
apart from the above activities.

After Care Program

8
https://www.mahimaindia.net/program.php?program_id=2

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o Transition preparedness and independence support

Transition plan for each child under the care of Mahima India starts from the age of 14
preparing them to live better lives after moving from the organization. There is resistance
from few children when they must be on their own because many of them are scared to go
out of the organization’s care due to their traumatic pasts and absence of families or safe
places to live outside the organization. Regular interaction, motivation and giving them
variety of career opportunities since 14 years of age help them understand that they cannot
stay under Mahima’s care for indefinite period of time. However, since number of girls and
boys are also very less, getting 7 – 8 types of jobs in a year through different contacts and
networks of the organization does not post much challenge.
As part of the transition plans, YAs are assured that Mahima would support them till receiving
a suitable job. Mahima thinks education is a non-negotiable component of shelter home
irrespective of their age and background. Hence, apart from formal or non-formal education,
children in girls are given vocational trainings on tailoring, computer, spoken English and
beautician courses partnering with other NGOs and other training institutes. YAs get stipend
while trainings from their training Institutions. In both Umang and Umeed, girls are given
training on household chores including cooking from the age of 14, so that by the time they
are ready for transition at age of 18, they get all their life-skills. Most of the YAs after 14 years
of age get knowledge of crafting, cooking so that after transition they do not face much
difficulty on being on their own.
If YAs have families, they are restored to families with continued emotional supports and
guidance of Mahima staff whereas YAs without families or relatives are placed in After Care
facilities till 25 years of age. Staff decide on the job placements through their network with
organizations and institutions. Sometimes, girls and boys by themselves arrange some jobs
and staff responsibility includes checking whether work environment would be suitable for
the children or whether they can sustain those jobs or not.

o Living arrangements on attaining maturity

Mahima Udaan is the adult transition homes for girls of 18 years and above, licensed as After
Care Unit under ICPS to provide specialized care to minor and major survivors graduating
from minor program, as well as other girls and boys who have experienced extreme forms of
trauma due to sexual abuse. Children from Mahima shelter homes are transited to this adult
transition home and women from outside also are taken in the adult transition home. At the
time of interview, 20-25 YAs above 18 years of age group are supported in the Adult Transition
Home by Mahima. Apart from that Group Homes started by Mahima for youngsters of more
than 21 years age group with contribution of rent from the organization.
If YAs of more than 18 years wants to go for independent living, staff show all the living
arrangement available for them, such as hostel, government’s working women hostel. Some
YAs themselves search for their living arrangements and staff enquire about the places to
check safety and securities. Continued support on temporary leaving arrangement provided
to the YAs living in hostel arrangements during holidays in hostels or closure of working

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women hostel etc. Alumni of Mahima can stay for 7-15 days in the home during their holidays,
if hostels are closed.
Mahima India is in the process of arranging accommodation of the girls after reaching 25 years
of age in Ahona Group Home in partnership with Khushi Design, a social enterprise which is
helping in training young women formerly in sex trades. In this Group Home, one of the staff
of the social enterprise based on the willingness of YAs lives with them as a support in their
living, so that girls are not left alone on their own. As per the plan, YAs will contribute Rs.1000
per YA whereas dry groceries will be provided by Mahima. Another option for girls more than
25 years is the Destiny Reflection Group Home, Alphanso Bhavan where YAs can stay by
paying money.

o Post care supports to YAs in different living spaces

Transited YAs in different living spaces are given technical support, emotional supports,
documentation support to apply for scholarships, professional courses, or jobs. The care staff
also follows up of the YAs in their living spaces on how they are functioning in daily lives. The
YAs who are into professional courses and part time jobs are guided to get full time jobs
linking them into different companies.
Transited YAs are supported with Boarding and lodging in Mahima Udaan After Care centre
till they get jobs. At the time of stay in Udaan, one side Travel allowance is given to each YA
from the organization alongside other financial support for groceries, entertainment etc. but
expenses on fancy things such as, clothes, cosmetics etc. are to be made by the girls from
contribution of their own. YAs receiving jobs are encouraged to save money for 7-8 months
staying in after care unit and then move for independent leaving of their choices of
accommodation. Mahima do not provide financial assistance to transited YAs after they reach
25 years despite giving them choices to stay with own contributions from their income in the
two Group Homes, as mentioned above.

Challenges faced by the organization

Major challenge faced by the organization is the limited number of girls under Mahima’s care
possessing matching capabilities for decent jobs. The background of the girls sometime poses
challenges in putting them in certain companies because of the social taboos and stigma that
surround sex and sex work in the country.
Even if the girls are placed into different companies, they are subject to increased
vulnerability to violence and abuse in their workplaces than women who are not trafficked.
Because when the supervisors or male colleagues get to know about the background of these
girls, they tend to take advantage making them vulnerable to sexual abuse and harassments.
Another challenge is the health condition of few girls. This is despite the organization putting
best efforts in providing support to improve physical and psychological health of victims and
advocating on behalf of victims to help improve their social environments. For example, one
of the girls have long term illness of Schizophrenia due to which she has erratic behaviors.

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Hence, placing these girls in jobs and other living arrangements like hostels becomes a
challenge for the staff.

Udayan Care, New Delhi

About the organization

Udayan Care is committed to ensure sustainable and holistic development for children and
youth, by upholding their rights and looking after their well-being. The organization aims to
prepare children for life, staying by their side as they grow through the different phases of
life—childhood, adolescence, and adulthood. Starting with the establishment of just one
small family home (Ghar) for orphaned and abandoned children in Sant Nagar, Delhi in 1996,
Udayan Care has spread its work for disadvantaged groups during the last 25 years by
establishing more family homes, helping girls' education, providing vocational training etc. To
date, Udayan Care has nurtured over 25,000 young minds.9
A close-knit group of around 12 children of the ages 6 to 18 live as a unit in these group homes
called Udayan Ghar under committed team of caregivers consisting of ‘Mentor Parents’ that
are lifetime volunteers, professional social workers and other child or mental health care
professionals. There are 220 children currently being supported by Udayan in 17 Udayan
Ghars (residential homes) spread across four states in India with core concept of ‘L.I.F.E.’,
(Living in Family Environment) to nurture Out-of-Home Care (O.H.C.) children including once
parentless, abandoned or abused children in need of protection. Apart from that, as on 1st
April 2017, the two Aftercare facilities under Udayan are preparing 26 youth for their
reintegration into society (22 girls and 4 boys). The organization has re-united 300 children
with their families in the last three years.
The pillars of the Udayan Model include Familial Relationship, Consistent Living
Circumstances, Social/Educational Support System/Care Planning, Regular Training &
Mentoring of Care Team, and Monthly Capacity Building Workshops.10 Children in the Udayan
Ghars stay under the care of Mentor Parents (MPs) who serve as life-time volunteers for the
organizations and share good bonding with children in order to develop sense of security
among children. Based on age and background conditions, children are prepared for age-
appropriate grade. Mentor parents are not necessarily the older people because if the
mentors are young, the YAs can connect better and they are the frontline contacts. Mentor
father and mentor mother in all 17 Udayan Ghars are with the same role of running the
families as in case of normal households. Their role ranges from buying groceries to school /
college admission of the children, cooking for the children.

9
https://udayancare.org/
10
Modi, K., Nayar-Akhtar, M., Ariely, S., & Gupta, D. (2016). Addressing Challenges of Transition from
Children’s Home to Independence: Udayan Care’s Udayan Ghars (Sunshine Children’s Homes) & Aftercare
Programme. Web:
https://www.celcis.org/files/7014/6054/8505/010._2016_Vol_15_1_Modi_Addressing_Challenges.pdf

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All Udayan Ghars are established in middle class localities so that children can be integrated
with the neighbourhood and can go to local schools in the community. Another core area of
Udayan is organizing series of workshops and trainings for staff at all levels on trauma and
abuse issues so as to help the children manage in a trauma-informed, sensitive, and
appropriate manner. Apart from that, monthly family meetings with children’s participations
in Udayan Homes help teach children decision making and leadership skills and give them a
sense of bonding within their homes.

After Care Program

Udayan Care has extended its support to children exiting out of the Udayan Care homes
(Udayan Ghars), through two Aftercare facilities as well as scattered site support that provide
secure accommodation, mentorship, counselling, career guidance, educational and
vocational support, and help with internships and employment. The aftercare program helps
the YAs to attain both skills and confidence on the way to their rehabilitation into society.

o Transition preparedness and independence support

During their stay in Udayan Ghars, the organization places utmost focus in enhancing abilities
of the children to manage their own health, finances, housing and life opportunities in order
to ensure a smooth transition out of care. Transition plan are started by the organization once
a child reaches 15 years of age by designing child participatory rehabilitation plans, assessing
the attitude of children, conducting workshops with children with resource persons from
different walks of lives and internal staff to prepare the children for transition. A body of 35
mentors and social mobilisers who have more experience of the system and a sub-committee
are set up to prepare Individual Care Plan of each child, assessing the capabilities and interests
of children, in order to help them match their skills with relevant career opportunities.
In many cases children are clear about their aspirations and capabilities. But most of the YAs
need help to identify their own agencies and social mobilisers and mentor’s role is to interact
with the children to let them understand their agencies and what are the available courses or
job-related skillsets they need to acquire.
Good practice
An MOU with matured YAs being prepared by Udayan Care to get undertakings on their
responsibilities to respect Udayan’s efforts on independence supports for them. YAs must
not assume that Udayan Care will support YAs for the endless period, and it is the YAs’
responsibility to take things seriously, perform good in education and professional courses
that Udayan put them or maintain work ethics in jobs. Sometimes YAs take everything for
granted and stop going to work or college thinking that the organization will feed them
endlessly. Such MOU with 18+ age group changes attitude of the YAs and motivate them
to be serious with their activities and help them settling well in life in less time.

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Life skill learnings are done through workshops to understand how they can manage living
with each other and managing household chores and studies/works at the same time. It has
been noticed that children post their transition from Udayan’s care are able to manage
travelling by metros, managing household chores on their own, because of such workshops.
Before a child is ready to leave institutional care on attaining the age of 18 years, efforts are
made to establish community connections prior to discharge from care, whether for housing,
jobs, or other engagements.

o Living arrangements on attaining maturity

Udayan Care’s After Care Program bridges the gap for young adults of the ages 18 to 21 that
are just leaving their Udayan Ghars, by providing continued rehabilitative services combined
with community, group or scattered housing. Apart from board and lodging, the Aftercare
Programme covers other expenses ranging from cost of commuting and clothing to medical
facilities. YAs grow stable roots through jobs, learn to save money, acquire the skills to sustain
themselves without state support and finally move out to live on their own as self-assured
adults.
Since CWC in Delhi is very particular that children after 18 years must be restored with the
families, in Udayan Care, family strengthening is taken up placing them into the families, and
supporting the children in terms of education, college fees or fees for vocational courses. YAs
who do not have families to be reintegrated on attaining maturity or in cases YAs do not want
to be with their families, the organization provides them with different living arrangement
options at free of costs such as; i) group or scattered site housing and ii) after care
transitional homes, iii) social welfare hostels or hostels of their colleges/institutions, mess
or women welfare hostels iv) group living in rented accommodations. Long term volunteers
are in contact with YAs who are in Udayan’s after care home or living independently outside.

Post care supports to YAs in different living spaces

On attaining maturity, the YAs are not fully equipped to handle life by themselves and need
continued education, training, counselling, mentoring and support beyond 18 years of age.
The aftercare programme of Udayan Care, therefore, focuses on capacity building geared
towards independent living and career opportunities. The organization ease the stress of
finances through monetary support, which gives these youth the freedom to pursue their
professional or vocational education according to their interests and aptitude. The
programme necessitates that these youngsters make appropriate career choices that enable
them to earn a decent living for themselves after they leave Aftercare.11
The Mentor parents who are the long-term volunteers and the Social Mobilisers are the
frontline contacts who keep regular contact with children from 18 years to 34 years age group
irrespective of their living places in cluster housing or after care homes of Udayan or outside
in hostels, group living and mess etc. After care program coordinator are also in contact with

11
https://www.udayancare.org/after-care/udayan-ghars-aftercare-programme

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YAs on regular basis. There are three phases of supervising YAs in 18+ age group to be
followed by the Mentors, such as, high touch model (children of 18-20), medium touch model
(20+) and low touch model (23+). However, some YAs learn very quickly, and mentor need to
assess which model to be followed to supervise YAs. One mentor is in touch with at least 13
YAs to deal with what the issues are and how that can be addressed with collective decision
from the organization.
Grievance Committee: The mentor parents and after care program coordinators take the
issues and challenges, if any, among the transited YAs in different living spaces and if the
issues are to be taken to the committee or higher authority, the problems are taken to the
grievance redress committee. Two members at HR level look after the grievances in aftercare
program level. The team shared that tough talk happens with the YAs to make them
understand their responsibilities to perform well in academic so that they can settle well.
Financial supports: For YAs of 21+ age group and YAs who chose to stay out in Group living,
hostel etc, Udayan Care supports with fees for vocational trainings, and one-time financial
grant to each YA to set up the living arrangement. YAs of 18-21 years age group have option
to stay in Udayan’s After Care Transition Homes, if they do not have any job or do not want
to opt for group living arrangements or hostel arrangements. In the After Care Transition
Homes, YAs get all facilities like lodging, boarding and study/course expenses. YAs who get a
job, they are given one month time with financial support so that they look for alternative
accommodations and after they get some accommodation, financial supports are withdrawn.
Girls who are not interested for further studies after 18 years but want to take up jobs, are
allowed to move out and became the alumni of the organization. For example, one girl in
Udayan Ghar got job at the age of 18 years after 12 th class and then she arranged for herself
an accommodation outside. Some other girls of 18+ age group into long term courses such as
fashion designing, or 3-years graduation courses are staying in After Care Transition Homes.
These children will move out to alternative accommodations of their choice, after they
completes these courses. Some girls are studying through Open University who are supported
with course fees in their places of stay, whereas other expenses they are managing with part
time jobs.

Challenges faced by the organization

The first and foremost challenge with the organization is to convince the government for
more CCIs or after care homes for 18+ YAs, despite so many of them get transited from CCIs
across the country requiring living supports and independence supports. Huge administrative
cost is another challenge in CCIs in few states For example, due to the pressure from the
department on all CCIs across the country to put cameras, storage of camera recording back-
ups for 36 months, the CCIs need to spend a lot of money raised for children to cover such
administrative costs. It’s not easy to convince the donors to get digital infrastructure because
all are interested to put their money on child-care only.
It is obvious that after 18 years YAs would look for some independence and there would be
chances of misusing independence and falling into trouble. The team in Udayan opined that
lot of mental stress faced by the care staff to manage YAs in after care facilities. Challenges
are to manage with indiscipline among YAs in after care transition homes, wastage of food as

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everyone having their own choices, tendency to move out without informing, staying out until
late night, to mention a few. Hence, as part of mental health training, Udayan care staff go
through the sessions about levels of mentoring, particularly to handle YAs reaching mature
age group. Mentors need to understand different methods of tackling behavioural issues of
this age group as the methods used in home level for smaller age group is completely different
and the way smaller children are tackled cannot be applied to 18+ age group children.
The organization, alike many other CCIs faces financial constraints with some YAs preferring
for expensive courses for which arranging fund get very difficult even though mentors identify
that those set of children have capabilities of excelling in those expensive courses.

Salaam Baalak Trust, New Delhi

About the organization

Salaam Balak Trust (SBT) provides a

sensitive and caring environment Coverages in SBT
for street and working children, and
those in difficult circumstances. It  1,08,014 total beneficiaries since inception
seeks to provide a platform for  29,323 children provided shelter.
children to realize their full  Almost 22,220 YAs after 21 years restored
potential, their right to a safe and to families in last 5 years against 45000
secure space, education, and health children enrolled.
12
and nutrition. In 1988, it was  4,272 children placed to vocational
estimated that 10 percent of the 50 training till March 2019.
crore children were from street and  1,349 YAs into full time job placement
an award winning film by Mira Niar since 10 years.
'Salaam Bombay', revealed the dark  13,169 children are into formal schooling
underbelly of Mumbai's streets,
raising question that if out of these
children, 5 percent also becomes terrorist, what will happen to the country. Recognizing so
much of things missing from the lives of these children - food, security, health, education and
love, Salaam Balaak Trust got registered in 1988 with 25 street children only.
Today, the organization has 3 ChildLine (one railway and two district sub centre), 10 day-care
centres (contact points for newly rescued children through railway child line) and 7 children
homes (3 open shelter with 35-40 children for short stay and 4 homes for long term stay of
street children- 2 for boys and 2 for girls).
Compliant with guidelines of Integrated Child Protection Scheme and Juvenile Justice Act
2015, the organization provide safe child friendly shelter in children homes and open shelters
for children rescued from street situations and any other distress situations. The key services
in the 10 Contact Points include reaching out to children in difficult circumstance, tracking

12
https://www.salaambaalaktrust.com/our-mission-statement.php

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and counselling missing children to return to the families, providing open schooling/formal
education and basic necessities like nutrition, clothing etc. Childline - Salaam Baalak Trust
synchronises its work with District Labour Department, Indian Railways, Child Welfare
Committee, National Commission for Protection of Child Rights, Police, local Non-
Governmental Organisations (NGOs) working on children's issues, and other programs of the
organization. Girl’s homes count 90 children each whereas Boys homes count 150 children
each.
City walk program is an innovative English guided tour by Salaam Balaak Trust for corporates
and foreign volunteers and donors, guided by young boys and girls (16+ children) of the
organization where the children share their own stories while taking the volunteers and donor
on city tour around Delhi. The program started by SBT to enhance children’s communication
skills, confidence, and knowledge. The program aims to show glimpse of the street life, the
hardships, and the struggle that children on the street go through. The children also share
how they overcome those challenges and succeeded in life.
Volunteer involvement: Volunteers come from 60 countries and based on their interests; they
take different programs with home children.
Mental Health program of Salaam Balaak Trust is headed by a Psychologist and 8-10
counsellors that helps to build rapport with children and address emotional and psychological
difficulties faced by the children in the organization’s care. In cases of serious issues such as
the effects of trauma or depression, specialised therapies are employed to help children deal
with these problems. Some of the therapies used by the MHP include cognitive behaviour
therapy, art-based therapy, play therapy and group therapy. The counsellors play varied roles
- a close confidante with whom the children share their most intimate thoughts, a sounding
board with which the children can release all their frustration and anger, a friend with whom
they share their jokes, stories, joys and dreams.
Performing arts and Annual Theatre: Through the experience of performing arts, SBT has
successfully instilled the sense of self-confidence and dignity, which is otherwise a miss in the
lives of these children. Believing in the latent talent of every child, performing arts are used
as the springboard to enable the journey of reflection, expression, and empowerment.
Children are involved into role play and performance in theatre with series of rehearsals and
preparation.
Community reach: As part of community outreach program, the organization is providing
mass benefits to the communities to support them with adhaar card, school admission,
Anganwadi admission, accessing scholarship etc.
Mobile School program by Salaam Balaak Trust in collaboration with Children Hope is another
community outreach program that covers children in the urban slum through the activities
including non-formal education, creative arts, counselling on health, hygiene, social skills, and
child rights. At the end of each session, supplementary nutrition is provided, and a first aid
service is made available.
Restoration is another important focused initiative by the organization. As soon as a child's
family is traced, adequate steps are taken in close coordination with CWC to send the child
back to the family. Over the years, the centre staff members have restored children to far-
flung areas of the country and even outside the country, specifically in cases where guardians

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cannot come to take the child back. To keep the strings connected centre staff follows up with
the family to check if the child was doing fine and had adjusted well.

After Care Program

o Transition preparedness and independence support

Many times, children develop unrealistic expectations from themselves which may not
correspond to the skill sets they possess. To address this aspect, as soon as a child turns 16,
staff members strike up a conversation with the child around his/her career, regular meetings
with the career counsellors are organised and a rehabilitation plan is drawn to prepare the
child to step out of protective auspices of residential centres. The implementation of a
rehabilitation plan includes interaction with the child steered by the career counsellor and
the centre coordinator on monthly basis.
The focal points of these interactions are strengthening child's resolve towards the career
path that he/she has chosen and whether the rehabilitation steps are panning out as per the
plan or not. Preparation of a child for rehabilitation may be fraught with challenges as children
are sceptical and scared about leading an independent life outside the centre; they may also
become angry and hostile or may distance themselves from the staff members. These
negative emotions of young boys and girls at the threshold of maturity are understandable
and staff members help them overcome these emotions by recurrent talks and assuring that
the SBT team would be a 'call away'.
Role model interaction is a unique aspect of SBT's rehabilitation programme. Role models are
young adults rehabilitated by SBT, who have established themselves as successful
professionals. They visit various residential centres periodically to interact with the children
who are soon to be rehabilitated and share their stories of 'doing well' in the outside world.
These interactions serve as a platform to quench children's curiosity who have scores of
questions about starting a life of their own in the outside world. The most outstanding feature
of these interactions is that they leave children with a feeling that 'If they (role models) can
do it, I also I!’, inspiring them to work hard and make a mark of their own.
Children above 16 years of age or those who clear their 10th board exam qualify for vocational
training. Choice of a vocational training course for a child is made keeping in mind the child's
interest and realistic assessment of his/her abilities by the career counsellor and staff
members. A careful attempt is made to match the child's skill and ability with the training
course he/she opts for. The SBT team makes concerted efforts to enrol children in quality
training courses in reputed institutes. The popular choices of courses have been Master Desk
Top Publishing, web and graphic designing, multi-media animation, film editing, C++ software,
caregiving, house-keeping, puppetry, karate, theatre and photography. Some of the institutes
which provided training were ITI Pusa Road, NIIT, MAAC, Arena Multi-media, Crown Plaza, Taj
Mahal Hotel, Vivek Sahni's Design House, The Ishara Puppet Theatre Trust, YMCA, Triveni Kala
Sangam & Ramakrishna Institute of Computers.
o Living arrangements on attaining maturity

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70 percent children get ready for jobs from home as well as from communities who are
supported, till they get a job with starting income of Rs.8000-Rs10000 per month. Every year
300 YAs are given vocational trainings post which 150 are guaranteed to get jobs with starting
salaries of Rs.10000 per month. Academically sound children are into various advanced
courses and get absorbed in the jobs like fashion designing, digital media and design,
management etc. But children with lesser education get jobs in computer related works, care
giving in SBT or other NGOs. YAs more than 18 years come through 10 contact points of the
organization who are also given supports like trainings, rehabilitations, and job placements.
Children on attaining maturity are not allowed to stay in children homes but Salaam Baalak
Trust do not have after care facilities that required extra interventions and staff strength.
These children are not sent to Govt after Care homes but to the independent rented
accommodation, mess, hostel, with families, supported with the organization’s own funds
for at least 6-8 months for professional trainings of the YAs capabilities and choices. Salaam
Baalak also support YAs with Rs.5000 per YA apart from their professional/vocational course
fees, after they move to their independent living set ups. After YAs get the jobs, the financial
support for another 6 months reduced to Rs.3000 per YA per month.

o Post care supports to YAs in different living spaces

Salaam Baalak Trust supports children who want to study further by incurring 50 per cent of
the course expense apart from facilitating the admission process. Similarly, children who look
at an upgrade of their vocational skills through advance courses, SBT encourages them by
contributing up to 75 percent of the course fee. In cases of medical or other emergencies
when the rehabilitated youth need assistance, SBT provides them immediate succour till five
years after their rehabilitation.
Even after a child is rehabilitated, the SBT team maintains contact with the child to ensure
that he/she finds stability and enjoyment in their work. The team also keeps in touch with
employers for a minimum of six months to ensure that rehabilitated children have adjusted
to the new work environment. Due to some unforeseen circumstances, if a rehabilitated child
quits his/her job, the team begins a process of placing such children in new agencies. The
process of replacement of a child is carried out again in cases where a child expresses
dissatisfaction with the second set-up as well. Thus, rigorous efforts are put in to make a
rehabilitated child self-reliant.
Children are introduced to a new life with a message that the SBT team would be there with
them in their time of need. It is because of this reason that many children after passing out of
SBT keep coming back to meet the staff members and trustees of the organisation, thus
forming a lifelong relationship of love and care. Coordinator and career counsellors interact
with the YAs into jobs and living in independent accommodations. The staff have continuous
follow up in the YAs’ different living spaces about how they are adjusting in the new set up
and what are their requirements. Coordinators are in regular contact over phone or through
visits to their places to assess how are they managing alone and understand their
requirements. Counselling is done for YAs if they are unable to live harmoniously among
themselves. Career counselors counsels the children about what types of jobs they can get

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based on their capabilities as well as resolves the problems or challenges they face in
workplaces.
SBT alumni who are well settled in their lives are in contact with SBT. Some of the alumni are
so well settled in their chosen professions as photographers, engineering job etc. that they
provide financial support to SBT.

Challenges faced by the organization

Children have much more expectation than their capabilities. Career counsellors need to
provide proper judgement on what and how much a child can do based on his/her capability.
And challenge is to make the child understand his/her skillset and capability.
Placing YAs into other living spaces on attaining maturity is another challenge faced by the
staff at Salaam Baalak Trust. These YAs sometime get angry and hostile and distance
themselves from the staff members. The staff face challenges to help YAs overcome these
emotions by recurrent talks and assuring that the team would be a 'call away'.

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Chapter 5: Conclusions and
Recommendations
Preparation for leaving care and after-care support are highly important stages to ensure that
young people are adequately equipped with the necessary life skills to cope with living
independently following their discharge from care. Care leavers require assistance during out-
of-home care in preparation and planning for the transition, as well as the offer of support
systems after leaving out-of-home care.1 This includes assisting care leavers with suitable
accommodations along with other support needs. A safe and secure home is the foundation
on which care leavers can build their lives after care. Having this base means that they can
fulfil ambitions, gain qualifications or enter work, establish themselves within a community
and put the difficulties of their childhoods behind them. While state and national policy
recognise the need for better support of young people transitioning from care, many young
people continue to face difficulties when they leave.
The last two chapters examined the supports provided by Rainbow Homes to young people
in transition to independent living and explores the staff and the YAs’ views and experiences
concerning housing and post care supports. It also focuses on other NGO’s experiences of
managing YAs in different living spaces after transition from their respective organizations.
The perceptions, challenges and experiences of YAs leaving care have been captured through
in-depth interviews and FGDs with YAs and future focal persons of Rainbow Homes as well as
care providers of sample organizations. Based on these findings, Chapter 5 focuses on the
practices of post care interventions to be continued and overarching areas of interventions
to be taken. Although a very limited number of organizations and care leavers are studied
based on which the results cannot be generalised, however the findings do show the types of
challenges in aftercare livings and practices that can be adopted towards the betterment of
aftercare program.

 Effective transition/pathway plans for better coping on stepping

out from care

Interviews with YAs and stakeholders in different organizations shows that many care leavers
were simply excited to have more independence and freedom away from care homes, but
after moving out from the homes, they acknowledged about feeling less prepared and having
lesser understanding about what living independent would involve.
“Initially we had great excitement at the time of transitions since we thought it would be great
to live independently without any rule and instructions, to have our own freedom. We can see
more challenges than enjoyments after moving from Rainbow Homes.” – Care leavers from
Bangalore, Kolkata

1
McDowall, 2009;2011 Mendes, 2009; Mendes, et al.,2008; Stein, 2006
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The study shows that organizations aim to ensure that all young adults leaving care are placed
in suitable housing in the community as well as provide best of its supports in order to help
them live independently. However, the care staff in sample organizations including Rainbow
Homes face multiple challenges of complex nature in transition planning and delivering
supports to YAs before they step out from institutional care. With the numbers of care leavers
increasing significantly, the challenges come due to increased workloads on the staff with
reduced capacities, lack of resources with organizations and lack of after-care supports by the
Governments. Additionally, the organizations stated that challenge to include practical
trainings on household activities for better coping of YAs post transition is because of
objections of government for pushing children into ‘work’. The JJ act and rules as well as the
protection schemes, ICPs do not address the specific transition and rehabilitation planning
and have inadequate provisions which only a handful of the organizations can access.
A lack of independent living skills resulted in young people having difficulties managing
money, preparing food and keeping their homes clean (Mendes, 2010, p.19). The present
study reveals that YAs leaving care lack important life skills required to live independently
outside care system. Many of the YAs reported about feeling scared for independent life, not
ready to manage a tenancy, especially in regards to paying bills and financial planning. In
questions about what more could be included in the transition plans before leaving care,
hands-on experiences on cooking and household management (budgeting, managing
finances etc.) were given priorities by the YAs interviewed in this study. The research
uncovered instances of YAs burning hands or food while cooking, failing to pay utility bills on
time, being unable to fulfil their basic needs like washing clothes, manage household works
and study simultaneously. It was also seen that most of the YAs learnt the practicalities of
independent living through everyday mistakes in their living spaces, despite efforts of the
organizations to develop independent living skills among children during their stay in CCIs.

Stakeholders’ opinions

“While focusing on housing and professional skills of YAs on the verge of transition,
developing independent skills gets lesser attention. We provide a little amount of pocket
money every month to observe how they manage money while in the care. Also 15+ YAs
are sent out for train ticket booking or operating bank so that they get practical skills much
before transition. To teach YAs value for money, the YAs into jobs have to mandatorily keep
their bank ATM cards with us for initial few months so that their salaries are saved and they
do not get chance to spend their income on entertainments, mobile, outside food etc.”
- Team at Don Bosco Hyderabad

“We take girls to grocery shops and market with some money to purchase required things
so that they can understand the costs of the groceries, bargain and manage available
finances with them.” – Team at Baale Mane, Bangalore

“Once the girls reach 14 years, we slowly give them trainings on cooking apart from other
household chores so that they do not face difficulty to be on their own post transition from care.”
– Team at Mahima India, Kolkata

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 Key Recommendations

 Instilling financial responsibilities, value for money, managing finances are most crucial to
independent living. Although there are trainings and workshops for YAs in all organizations
on enhancing independent living skills, the findings show that YAs struggle with managing
tenancy, finance, household responsibilities etc. The study lends further evidence to
illustrate the ways in which lack of budgetary skills hindered YAs’ attempts to manage their
finances on a daily basis. There are incidences that YAs supported with stipend on stepping
out of institutional care spend the entire stipend within a few days and struggle at the end
of the month with no money in hands. Many do not understand the importance of saving
money after procuring salaried jobs, even though they have bank accounts. Hence, skill
building activities should be part of the mandatory transition planning for 14-18 years of
age group. The transition plans should address their financial capability and money
management capacity, along with the strategies to develop their skills in this area. It is
understood that there should be hands on experiences to be provided to YAs in existing
transition plans on enhancing independent living skills, particularly on household
economics. Sample organizations spoke about initiatives such as taking YAs to markets to
purchase things, manage the finance, bargain with shop keepers, bus or metro rides etc.
which could be practiced at higher scale.

 Giving some amount of pocket money at the time of stay in care institutions and observing
how YAs utilise the pocket money can be a way to provide practical training on money
management and habit of savings. Monitoring system to assess the financial status of the
YAs living outside care institution to provide guidance on budgeting, saving techniques,
investment options etc would help them understand finance responsibilities. As practiced
by some of the sample organizations in this study, YAs into salaried full time/part time jobs
can surrender their ATM cards to organization to restrict unnecessary spending of their
hard-earned income.

 Other important areas for independent

There are objections by social audit agencies or
living is to teach cooking, maintaining inspection committees from Department in
kitchen, taking responsibilities, being teaching children the practical skills of cooking.
organized, etc. which YAs do not learn in How all of a sudden, we can expect them to be
care system as these are handled by care perfect in independent living skills, at 18 years?
staff in all the organizations. Children This might be changed with sharing of knowledge
during their stay in CCIs to be given and raising awareness on leaving care issues.
increased levels of household -Practitioners interviewed
responsibilities, based on their age and
subject to their consent that would help YAs settle in independent living smoothly. Initiative
of “Transition Camp” by Rainbow Homes, Hyderabad was to put girls of different age groups
(16+) from different homes within Rainbow Home set up for 15 days, whereas the YAs had
shared responsibilities of cooking, cleaning, preparing smaller girls for schools, grooming
smaller girls etc. Such camp worked as mock for the girls to understand various practical
difficulties in staying with girls of different mind-sets and how to resolve conflicts by
themselves without any adult interventions.

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 Enhancing employability skills is another overarching area that needs focus. Interviews with
YAs of Rainbow Homes as well as stakeholders from sample organizations revealed that
Young Adults across different organizations are mostly unaware of the diverse options in
job market and what each field entails and whether that is aligned with their own interest
and capabilities. Apart from professional trainings for job readiness, well in advance
training before transition on developing resilience, concentrate on roles, delivering tasks,
being accountable and coping with stress at the workplace; as well as enhancing skills on
English speaking, preparing resume, answering interview questions, arranging mock
interviews etc. would help them to crack interviews. Role model interaction is a unique
practice by Salaam Balaak Trust where youth staying outside care systems visit the
organizations periodically to interact with younger children and share their stories of 'doing
well' in the outside world. Such interactions leave children with a feeling that 'If they can
do it, I also I!’

 Interactions of Alumni groups who are well settled in different professions with younger
generations in CCIs would help them get challenges of independent living and how the
alumni coped with the challenges. The Alumni group can be part of the decision-making
process for their younger siblings and contribute to their transition plans bringing in
practical difficulties faced by them after moving from care. Sample organizations in this
study mentioned about strong alumni program and annual events where youth who left
the care system are invited for a re-union. YAs interviewed in the study too mentioned
about importance of alumni forum providing opportunities to YAs staying outside care to
connect to their organizations on regular basis to interact with younger children, teach
them dancing, yoga or share their experiences of independent living with the younger
children.

 Effective Housing supports: Different Living Arrangements for YAs

leaving care

Securing suitable accommodations for young people has been a major concern for the care
staff across organizations. The accommodation options available to care leavers vary between
local areas for reasons such as the availability, cost, and suitability of different living
arrangements. As per the JJ Act, Model rules and Integrated Child Protection Scheme, YAs
leaving are the responsibilities of States and after care funds to be provided by the States to
place YAs on attaining 18 years in community group housing, a temporary residential
arrangement for a group of 6-8 young persons for temporary period of time before moving
to a place of their own on saving sufficient amount through their income.
Types of housing assistance provided by the sample organizations are i) Aftercare housing
under After Care Program support under ICPS and ii) Independent housing with financial
supports from organizations or independent contributions. This includes government’s
social welfare hostels, working women hostels/ swadhar homes at free of cost, private college
hostel with costs covered under course fees funded by organizations as well as private
hostels, paying guests accommodations, mess and private rented buildings either funded by

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either organizations or covered by Types of living arrangements in
contributions of YAs into jobs. Whilst after care sample organizations
centres/ transitional homes or Group Homes
have care leavers with staff to stay with YAs as  Rainbow Homes: Within families,
a support in their living, independent living Private college hostels, Social
arrangements do not provide direct care staff Welfare Hostels, Working women
from the organizations to stay with them. Care hostels, mess, rented
leavers in private rented building (group living accommodation for group living
accommodations), particularly are completely  SBT: Within families, Private rented
on their own whereas care leavers in hostels or buildings, mess, government and
mess have some sorts of supports of private hostel
Wardens/Supervisors for their daily living.  Udayan Care: After care transition
home, group or scattered site
The YAs leaving care face many challenges housing, Social Welfare Hostels,
in staying in different housing facilities and College Hostels, Rented buildings,
care givers (future focal team of Rainbow Women Welfare Hostels, Mess
Homes as well as care staff of sample  Mahima India: After care unit
organizations) struggles to support them to  under ICPS grants, Group Homes
do so. Interviews with young adults for YAs over 21 years,
government’s working women
transited from Rainbow Homes as well as
hostel/swadhar homes, social
stakeholders in sample organizations in the welfare/private hostels
study suggest that some of them had  Baale Mane Trust: Paying Guest
experienced challenges in their different accommodations
living spaces. For example, as evident in the  Don Bosco, Bangalore, Hyderabad,
report, there were number of barriers Howrah: After Care Centres, Paying
preventing young adults in accessing Guest Accommodations, private
accommodations in private rented rented rooms
buildings for living in groups, as most of the  SOS Children’s Village, Bangalore:
landlords were not ready to give out to the Paying Guest accommodations
YAs, particularly to the girls mainly as they
are care leavers. Landlords were
apprehensive about girls continuing rents
and were suspicious about the girls’ point of reference, in case the girls do mischiefs and
run away. Some YAs of Rainbow Homes had cooperative landlords helping them showing
nearby markets to get things in cheaper rate or providing some household products,
identifying their challenges in new set ups and keeping state team informed so that care
staff could intervene. However, the study revealed that most of the YAs in private rented
building struggled with high electricity or water bills charged by landlords, stopping of
water supplies, blaming YAs for any breakage or leakage in the apartments, despite other
tenants lived in the apartments. Some young adults were placed in hostels, which made
them feel isolated and lonely or scared as they had to stay with strangers of different
mind-set as well as dealt with unknown people in the neighbourhood. Some transited YAs
interviewed in the study reported feeling unsafe in their local area and their post care
living spaces due to factors such as, areas with reputation in political violence or hostels
with very a smaller number of residents etc.

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Key Recommendations

o Home integration with supports- Family strengthening

Social policy and child welfare practice should aim to help families remain together, promote
family reunification or legally secure so that children after transition can be placed with the
families. In situations where young care leavers have families and they have healthy
relationships with family and families are able to take care of them, YAs after eighteen can be
placed within the families after thorough assessments of the risk factors in placing in families,
the families’ capabilities and evaluations by the Child Welfare Committees. Some of the
sample organizations mentioned about family strengthening program being taken up before
placing care leavers into the families, and supporting the children in terms of education,
college fees or vocational courses fees. Apart from supporting children with the families, the
aspects of family strengthening include sensitizing the families, empowering women of the
families of care leavers with the capacity to protect and care for their children and help them
become self-reliant.
As part of family strengthening and enhancing livelihoods of the families of care leavers,
concrete steps can be taken to link the families with existing Government housing schemes.
Two important schemes can be brought under the aftercare program for children leaving
care, such as, i) Pradhan Mantri Gramodaya Yojana (PMGY) that extends benefits to rural
poor living Below the Poverty Line and ii) Pradhan Mantri Awas Yojna (PMAY) that offers
sustainable and affordable housing to individuals and families belonging to the
economically challenged section of society.

o Semi-regulated accommodations: Government and private hostels, Mess

and PG accommodations

YAs living in hostels, teach YAs to live independently along with strangers of similar age group,
how to customize themselves with the new environment, new people of about the age they
are. The study suggests that young care leavers in hostel placements learn various self-
management techniques such as time management, being more disciplined, being motivated
to study in the absence of responsibilities of cooking, cleaning etc, despite hurdles like
financial crises, adjustment issues, personal helplessness, loneliness because of non-mingling
inmates, poor quality meals, unhygienic atmosphere etc. Care leavers into vocational or
academic courses can be placed into hostels on attaining maturity age groups as the accommodations
are either free or cost-effective, and the YAs can concentrate on education in the absence of any
responsibility of household chores that are taken care of by the managements.

o Supported Group living arrangements: Youth Homes/Hostels

The sample YAs had mixed views on mentored vis a vis non-mentored living arrangement.
The study shows struggles of YAs in any unsupported and unguided living arrangements

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(particularly group living) in the absence of practical life skills. It has been seen that YAs under
mentorship of a care staff have done much better in coping with the initial struggles of
independent living. For example, young care leavers from Rainbow Homes, Delhi had Mentor/
Living supervisor who stayed with the newly transited care leavers till evening every day,
whose advice and guidance helped them learn efficient money managements, to live in
harmony, to be more understanding and cooperative with others. Another groups of care
leavers mentioned that group living with a caring and supportive Mentor would be helpful to
get guidance on many things, but they would never be able to deal with real life challenges
and learn things from mistakes. However, the overall understanding as reflected from the
interviews with care leavers was giving more weightage to mentored living for initial few
months after transition from care.
The practitioners of sample NGOs shared their own view about the types of housing supports
to be provided to the YAs leaving care, in the absence of any clear guidelines on
accommodation arrangements for these YAs who do not have families to be reintegrated into.
However, all had agreement that care leavers need to be given guided accommodation
supports for at least initial 6 months on transitioning from care system.

Youth Homes/Hostels with a Mentor staff
Some of the practitioners dealing with after
care services pointed out that given the
background of care leavers from CCIs, placing
them in hostels or mess run by managements
other than the particular organizations the
care leavers transit from, would be more
challenging for them to cope up as they
would struggle to stay among unknown faces.
Establishing city wise Supported Youth
Home/Hostels run by Rainbow Homes
Program to place newly transited YAs on
attaining maturity (15-20 care leavers in one
set up) would be stepping stone, before they
move to more independent accommodations
like staying in groups in private rented
accommodations. Such homes/hostels would
be better managed by the care leavers
themselves, if an adult mentor stay with them
to provide friendly guidance or help them to
manage conflicts etc. Such arrangements
would not interfere into care leavers privacy
but would definitely help them overcome the
stress that YAs face during their independent
living stage.
Pros and Cons of Mentored living
Pros:
o Emotional support in times of
depression and someone to whom
YAs can ventilate.
o Better safety and security,
especially for girls
o Better financial management and
household chores
o Younger generations in CCIs in
much mentally secured position
seeing the youth home model.
o Good platform to socialise as many
other girls/ boys from different
homes and different organizations
can be placed in youth hostels
Cons:
o Feeling of restrictions as in CCIs
o Mentor/Supervising Staff acting like
instructor
o Mentor/Supervising staff intruding
into care leavers’ privacy
o Mentors imposing own decision on
care leavers
o Strict rules and CCI like routines in
which care leavers might feel
uncomfortable

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Opinions of care leavers on supported youth homes

While most of the YAs in the study sample agreed of the requirements of mentored living
arrangements in initial few months after transition from Care Institutions, some pointed
out specificity of supported youth homes.
 The guided/ mentored Youth homes/ hostels should not have strict rules and
regulations like CCIs in terms of going out and returning to hostels, because care leavers
into job might not be able to come on stipulated time and that should not be regarded
as non-adherence of rule.
 The adult Mentor should not be dominating, since care leavers are matured enough to
have independence to manage their lives. The adult mentor just for guidance would
make care leavers independent.
 Decision making support and financial management support would help care leavers to
ease with the struggles of initial periods after transition.
 Individual tantrums of members on particular food etc would not be considered which
would help care leavers learn adjusting to life on their own.
 Care leavers need to abide by the hostel routine which brings discipline among the care
leavers who are otherwise lazy and disobey routine in independent living.
 Guidelines on how much time to spend over phone and a scheduled timing to switch
off Wi-Fi/ broadband connections so that no care leavers are allowed internet surfing
in the night. This would not hamper sleep timings of care leavers
 Certain entertainment activities such as TV, internet connection and a library with
collection of academic and non-academic books.

Opinions of stakeholders on supported youth homes

 A balance between the freedoms as well as certain rules not hampering the YAs’
independence in supported Youth Home/Hostel would make YAs leaving care more
discipline. There is no control over going out and coming back in independent group
living arrangements and it is nearly impossible to maintain disciplines in unguided living.
Also, stricter rules would never be helpful because ‘more you try to bind them, more
they will be indiscipline’. There are high chances of groupism in independent living
without Mentors and a delayed follow up would show only grievances from the children
despite efforts from care staff, children would never try to become independent.
However, a mentor watching the behavior of girls in groups, guiding and hand holding
to mitigate the difficulties they face without controlling their independence would
slowly make YAs understand their responsibilities.

 Youth Homes/Hostels with a residential Mentor with participative management space

would help newly transited YAs to gain confidence, learn new household skills, manage
the household economies well, since YAs would not like close monitoring from or
stricter rules after entering maturity. Such mentoring would only work with
establishment of a strong bonding between Mentors who are residential and YAs.
Keeping on changing the Mentors would loosen that bonding and hence, Mentors need
to be empathetic and dedicated to make the model successful.

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  Placing transited YAs into mentored Youth Homes/Hostel means moving from one
hostel set up to another hostel set up, despite supported living considered to be the
effective solution for newly transited YAs because going straight from care to living
independently would often be too big a step for YAs. However, management of such
youth homes/hostels should be under close monitoring of the organizations of the care
leavers. The youth homes, on the one hand, should not have strict rules as otherwise
YAs would lose their individuality and on the other hand, YAs should not be left on their
own because they would misuse the freedom. Close monitoring but friendly guidance
is important to handle these care leavers, else the Model would not succeed.

 YAs after 18 years of age will bound to face difficulty in independent living and manage
everything alone from initial period of time. Hence, supported living in groups can be
offered with a residential staff or a supervisor to help in financial management,
managing household chores and managing work/study simultaneously. After initial 6
months they can move for independent living. In case of Youth Hostels, it is difficult to
monitor very strictly like switching off the mobile phone etc as YAs may regard that as
interference in their privacy. However, a mentor staying with them can talk to them or
guide them about right and wrong in friendly manner. The existing care staff with whom
the children already had shared good emotional bonding at before transition from care
would be best for the youth hostel to guide YAs in Youth Home.

o Transition from supported group living to independent group living

The study suggests that supported

living for at least some period of
time after moving away from care “While doing full time jobs, care leavers can switch
to any unsupported and more independent group
institutions would help YAs as the
living arrangements because they do not have to
initial challenges faced by the
concentrate on education after coming back from
children going directly in different work and hence would be ready to take as much
living arrangements, especially responsibilities of households chores.”
independent group living in private Practitioners in sample organizations
rented building can be addressed. If
YAs are placed directly in group
living arrangements to live on their
own with all responsibilities being shared, they get puzzled, since they do not learn many
practical life skills in the CCIs, which made them difficult to manage all alone in GL
arrangements. Such Youth Home/Hostel can be Transition homes for 18+ children from other
CCIs as well before they are moved to any other living arrangements. Few YAs might consider
the mentored Youth home as another institution with strict rules and guidelines, yet, we have
to make them understand the difference and that the Mentor would just guide them without
intervening into their independence of living and decision making.

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 Post care supports to transited care leavers

Systematized monitoring mechanisms were pointed out as a primary challenge in improving

after care services for the youth because of increased workloads, number of young adults
increasing significantly and lack of resources with the organizations. There is lack of uniformity
in the financial supports offered to the youth leaving care. As evident from the findings, YAs
staying in after care centres on attaining maturities get the facilities like lodging, boarding and
study/course expenses, entirely covered by the care organizations, whereas, YAs in
independent living set ups gets either one-time financial grants to set up the living
arrangements or monthly stipend for few months to manage their livings outside care. The
studied sample organizations mentioned about independent living financial supports to care
leavers ranging between Rs.2500 to Rs.5000 on need basis apart from college fees or fees for
their professional/vocational courses. Some of the sample organizations mentioned about
reduced amount of financial supports for first 6 months after YAs get their first jobs so that
they can manage to save some of their income in those 6 months. Some organizations
mentioned about supporting with pocket money, rice and other monthly provisions of
groceries for initial few months in YAs’ independent living set ups, whereas utility expenses
such as, rents, electricity, water are contributed from YAs’ salaries. SOS mentioned about a
three-year financial support programs to care leavers with Rs.2500 to each YA in the first year
of getting employment, which gets reduced to Rs.1500 in second year and further reduced to
Rs.1000 in the third year.
Stakeholders had an agreement that
decision on withdrawing financial
supports from youth settling outside “Decisions about when to withdraw from the life of
care organizations varies between a young person take into account how they are
individual youth. While some young travelling on their life journey. Decisions about this
are informed by our model of working with them
people flourish upon leaving care,
and are not decisions informed by what funding we
settle in their professional career
receive.”
with decent jobs and have stable Team at Salaam Baalak Trust
housing, others struggle with issues
like social isolation, mental health
issues, substance abuse, non-
employment etc.
Apart from financial supports, all sample organizations have been monitoring the YAs’
independent living to provide emotional guidance or supports as and when required. One of
the challenges faced by organizations were keeping children motivated in retaining their jobs.
In certain instances, YAs are unable to continue with present jobs for various reasons ranging
from aspiration for better career opportunities to feeling of being undervalues and care staff
struggled to help YAs develop strong work ethics. Some of the sample organizations spoke
about facing challenges in getting funds for expensive professional courses aspired by few
YAs, whereas some were successful in getting sponsorships for such courses.

Key Recommendations

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 All the stakeholders had agreement that the present allocations on After Care Program
under ICPS, that is, Rs.2000 per month per youth is grossly inadequate as this amount
money is unable to cover the monthly expenses of food, clothing, transportation etc. As
mentioned by one of the sample organizations, leaving costs for education and vocation
courses, expenditure incurred for YAs are not less than Rs.12000 – Rs.15000 per youth per
month. As a possible way out, YAs can be included in the financial inclusion scheme such
as, Jan Dhan Yojana, to have affordable access to financial services such as bank accounts,
loan benefits, insurance covers etc.

 Sample organizations faced challenges in getting funds for expensive professional courses
aspired by the YAs, whereas some still struggle to link YAs into different job based
trainings. Increased networks and collaborations with corporate sectors, community
members might be helpful to arrange apprenticeships or internships for YAs with different
companies as well as get financial aids and scholarships for expensive professional
courses. Apart from that, integration with different ministries like Social Justice and
Empowerment or Ministry of Skill Development and Entrepreneurship, or convergence
with existing skills development schemes by government such as, Pradhan Mantri Kaushal
Vikas Yojna (PMKVY), National Urban Livelihood Mission (NULM) can be helpful.

 It is a challenge for every organization interviewed in this study to keep the motivation of
care leavers, who are in salaried jobs to retain their work. Trainings and workshops to
teach value for money might help them to be less impulsive and understanding that
despite facing difficulties in present workplaces, they should not resign from jobs without
finding alternatives. One good practice worth mentioning here is the initiative by Udayan
Care in taking informal undertaking from care leavers to respect the organizations
arranging independence supports for them, so that YAs take things seriously, perform
good in education and professional courses, do not take impulsive decision of leaving jobs
for petty reasons, maintain work ethics in workplaces etc.

 YAs while living independently face a lot of challenge emotionally which require
counselling. Hence, one of the important post care support from organizations to the care
leavers would be keeping regular contract with part time counsellor to provide counselling
as and when required in care leavers’ living arrangements, irrespective of supported or
independent livings.

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 About Rainbow Homes Program

The Rainbow Homes Program aims to protect, care for, educate and
empower our most disadvantaged children. These include children
who live on city streets; orphaned, abandoned, and violence-affected
children; working children; children of farmer – suicide and starvation
families; and children of sex workers. We strive to ensure that these
children access their rights in loving, open and safe residential care
homes in government schools and buildings; and for them to grow
into happy, responsible and caring citizens.

Rainbow Homes Program

H. No. 1-1-711/C/1, Opposite Vishnu Residency,
Gandhi Nagar, Hyderabad -80
Ph : 040 – 27660017
Website : www.rainbowhome.in