The Role of Opinions and Voices of At-Risk Youth in Transforming Residential Welfare Homes

The Role of Opinions and Voices of At-Risk Youth in Transforming Residential Welfare Homes

Nurfarahin Ahmad¹, Noorlila Ahmad²*, Ezza Mad Baguri³

^1,2Kulliyyah of Education, International Islamic University Malaysia, Malaysia

³Faculty of Education and Liberal Arts, Inti International University & Colleges, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000348

Received: 04 July 2025; Accepted: 14 July 2025; Published: 10 September 2025

ABSTRACT

Understanding the perspectives of at-risk youth within residential welfare homes is vital for improving the quality of care and support provided. These homes serve as crucial environments for individuals navigating challenging circumstances, offering a temporary or long-term refuge and support system. Despite their intended role in providing care and stability, there remains a gap in understanding the lived experiences and unique needs of the youths within these facilities. This study explored the perspectives of at-risk youth who are currently staying in a residential welfare home concerning their experiences and sought for recommendations to improve the residential welfare homes. Twenty at-risk youths with various backgrounds were chosen and purposive sampling was employed to ensure that a diverse pool of at-risk youths with different periods of experience staying in a residential welfare home was selected. Personal interviews were conducted to understand their experiences and suggestions better. The themes emerged based on the experiences are standard of living, strengthening relationships and within the self. Next themes emerged for changes suggested by the at-risk youths include conducting various programmes, creating a homely environment, improving the quality of care, increasing privileges, setting reasonable rules, and improve home facilities. The study’s findings provide insights into the participants’ views of staying in a residential welfare home and improving the quality of care. By synthesizing key findings and highlighting promising practices, this research offers valuable insights for policymakers, practitioners, and stakeholders seeking to optimize the well-being and resilience of vulnerable youth in residential settings.

Keywords: Residential welfare home, experiences, recommendations, at-risk youths

INTRODUCTION   

Children and young people assessed to be in a high-risk environment are usually placed in substitute care to provide them with better care and welfare (Li et al., 2019). The high-risk environment often alludes to children and young adults experiencing abuse, bullying, neglect, or trauma (Nadia & Alexius, 2023; Ryder et al., 2017). At-risk youth with personal issues or adverse circumstances such as anti-social, homelessness, school dropouts, drug addiction, or engaging in illegal activities are also categorised as high-risk (Nagpaul & Chen, 2019). Studies have shown that when young individual experiences separation from their significant caregivers, the separation can be detrimental to their overall development (Deedat, 2020). Following that, the researcher also added that youths who went through traumatic experiences at a young age are prone to developing a disorganised or disoriented attachment pattern, affecting their capability to develop secure and healthy relationships with their caregivers and others.

Most previous studies attempt to quantify the developmental outcomes of behaviour and adaptive functioning related to children at risk who remained in residential welfare homes (Goemans et al., 2016). The absence of detailed understanding constructed on the emotional perspective of at-risk youths’ experiences in residential welfare homes is essential to be examined (Harder et al., 2013; Slaatto et al., 2023).Thus, this current study aims to achieve the following objectives: (a) to examine experiences in the residential welfare home among the at-risk youths’ and (b) to identify the suggestion that could improve to facilitate stay in residential welfare homes better among the at-risk youths.

By increasing awareness of this subject among professional in the area, our study adds to the body of existing research. Although welfare organisations are responsible for providing the necessary support for their needs, at-risk youths must also learn to be responsible for their future (Harrison, 2019). Li et al. (2019) supported the importance of listening to children’s opinions towards care given as it is linked to their overall well-being and development. Furthermore, Riemersma et al. (2024) emphasize the importance of a perceived living environment in residential care settings, which significantly impacts the youths’ sense of safety, belonging, and overall development.”

LITERATURE REVIEW

Singapore’s out-of-home care sector ensures that vulnerable children and young persons (CYPs) with child welfare issues such as being abused, neglected, abandoned, and in need of care and protection are well addressed. The sector ensures that the CYPs are provided with alternative care arrangements such as residential care or foster care. These temporary care arrangements provide relief and safety to the CYPs before it is deemed safe for them to return home. Currently, 19 CYPs homes in Singapore offer residential care programmes in a caring and stable home environment, allowing them to live as normally as possible. Nevertheless, Ryder et al. (2017) stated that the well-being of children in care is often at a higher risk than children in general. Generally, children in care have experienced conflicting issues related to attachment, instability, trust, abuse, neglect, and trauma (Garcia Quiroga & Hamilton-Giachritsis, 2016; Vanderwill et al., 2020). Thus, children in care often face difficulty forming healthy attachments and trusting others easily.

Hailing from different backgrounds and facing separation from their birth family may cause CYPs to develop differently from their peers regarding forming their own identity and meaning in their lives (Phinney et al., 2001). Thus, identifying their potential and assisting them in achieving it to its fullest is essential. Stenason et al. (2023) and Newton et al. (2000) found that multiple placements usually occur when a child experiences behavioural problems in the current setting. Children who are more satisfied with their placement exhibit decreasing tendency of behavioural issues. As their needs vary, catering to their different needs to provide the best quality care and services to CYPs in residential care settings is necessary. Hence, the relationships and bonds between the caregiver and children are significantly essential to promoting the positive overall well-being of the children (Harden, 2004).

Residential Welfare Home

Characteristics of an ideal residential welfare home are deemed to provide the best quality care and services (Li et al., 2019). McCullough (2017) acknowledged three significant characteristics of a good home, namely security and a home-like environment, predictable routines, and committed and professional staff. Slaatto et al. (2023) further emphasize the importance of creating a safe and caring environment where youths feel valued and understood. Thus, the environment replicates a typical home and provides familiarity for youths, especially during their transition. On the contrary, youths may feel restricted and uncomfortable during their stay in the home when the environment is set differently.

The needs and expectations of CYPs may differ due to diverse backgrounds and circumstances. Additionally, youths may feel restricted and uncomfortable during their stay in the home, which is essential to instil discipline and good habits in at-risk youths (Brod, 2023; Milne & Collin-Vézina, 2015). At-risk youths in residential care often face social and emotional challenges, especially attachments (Haselgruber & Lueger-Schuster, 2023; McCullough, 2017). Thus, committed and professional staff may provide support and guidance in their lives and enhance their attachment relationship (Chambers et al., 2020).

Accommodating at-risk youths during a transition to residential care is often a complicated process. Furthermore, at-risk youths may exhibit behavioural problems such as absconding, getting into physical fights, throwing tantrums, and being rude and defiant towards care staff when entering a new and unfamiliar environment away from their family members as they are unable to adapt to the new setting (Huefner & Ainswoth, 2022). Thus, their overall well-being may be affected (Kim et al., 2021; Yoshioka-Maxwell, 2022). Consequently, it is crucial to provide sufficient guidance and support to CYPs during this sensitive and challenging period not to compromise their functioning and overall well-being in a residential welfare home (Phillips et al., 2024; Chng et al., 2019). Although little research has been undertaken to understand the experiences of at-risk youths in Singapore, this research attempted to gain fresh perspectives on their experiences and factors that could be improved to better facilitate their stay in residential welfare homes.

Theoretical Perspectives

Bowlby (1979) posited the attachment theory of the secure connection between young children and parents. This study focuses on the importance of relationships and bonds between the caregiver and children to promote their positive overall well-being and develop their personality and self-esteem (Checa-Domene et al., 2022). Thus, their confidence in the relationship increases as the attachment strengthens as they grow old. Consequently, providing quality care and a supportive living environment to promote positive development in young people is essential.

Nevertheless, it can be challenging for at-risk youths in residential care to have at least one individual they can be attached to due to their circumstances. Similarly, according to a study conducted by Kelly et al., (2021) at-risk youths staying in residential care often face social and emotional challenges, particularly in their attachments, as they face difficulties forming healthy and positive relationships. Bowlby (1969) postulated that when a child does not have a healthy attachment with a caregiver, it may be challenging for the child to relate to others effectively and maintain stable and healthy relationships. Thus, early attachment help to develop a child’s view of himself and others (Deneault et al, 2023; Hagerty et al., 2002).

The motivational theory by Maslow depicts a five-tier model of human needs, which includes psychological needs, safety needs, love, and belonging needs, esteem needs, and self-actualisation (Jones & Stribling, 2016). The theory should be considered to connect with the needs of residents in the welfare home. Maslow’s hierarchy of needs emphasises the basic needs in an individual’s life, which are essential to experience predictability and control. The basic needs include emotional security, financial security, social stability, health and well-being, law and order, and freedom from fear. Martela et al., (2023) that human needs must be fulfilled in a specific order to meet different individual needs to lead a truly happy life. Maslow postulated that basic needs are known as motivators that cause individuals to act while higher needs are less relevant and significant for survival and become less important. Hence, the drive that encourages individuals to obtain their needs will depend on the importance of the individual’s needs. Essentially, this research seeks to understand the crucial needs of these youths, the best way to address them, and how the needs of at-risk youths staying in a residential welfare home align with Maslow’s theory of human survival.

Thus, integrating Attachment Theory with Maslow’s Hierarchy of Needs provides a comprehensive understanding of the challenges individual especially at-risk youth face and the coping mechanisms they employ. This theoretical framework not only highlights the importance of early relational experiences but also emphasizes the sequential fulfillment of needs as essential for academic and personal success (Kenrick et al., 2010). By integrating these two influential theories, the researchers propose a renovated hierarchy of human motives that is grounded in both psychological and evolutionary perspectives. This integrated framework can serve as a generative foundation for future empirical research on human development and motivation.

METHODOLOGY

Research Design

This study utilized a qualitative case study design (Creswell and Poth, 2016) to explore the experiences of at-risk youth who have spent some of their childhood or adolescent years in residential foster care. Flood (2010) claimed that lived experiences are valuable and can be perceived or felt by other people with different perspectives. In addition, the present study aims to provide an opportunity for the youths to share their thoughts and feelings about the structure, care, day-to-day experiences of their time in residential facilities, and their suggestion to create a better environment.

Participants

This study adopted a criterion-based purposive sampling method (Patton, 2015) to select the study participants. The main inclusion and exclusion criteria are as listed below to create homogenous study sample and reflects the population interest to ensure transparency: –

1. Ages between 13 to 19 years and access to permission to interview them ensured. This age range is selected to capture the experiences of at-risks youths in the residential welfare homes. Age outside specific range older than 19 will be excluded.
2. Voluntary and willing to cooperate throughout the data collection period. Nevertheless, participants can withdraw from the study at any time without penalty. Individuals who are not enrolled in the residential home will be excluded to maintain the focus of this study.
3. Able to provide their own agreeable and written consent acknowledging their understanding of the study’s purpose, procedures, and any potential risks or benefits. Participants with diagnosed severe psychological conditions that could impair their ability to provide informed consent or participate fully in the study will be excluded.

This study emphasised the welfare of participants who have dealt with adversity in their young lives. Their welfare was extremely important during and after this study. Therefore, three important issues in this process were informed consent, anonymity and confidentiality, and the protection and disposal of collected data. The findings were drawn from 20 at-risk youths presently staying in residential welfare homes at two residential centres in Singapore located in X and Y, as stated in Table 1 as anonymous for confidentiality purposes. The majority of the respondents have stayed in both residential homes. At the beginning of the interview session, all informants were asked for their permission to participate in the study. The participants were encouraged to give the fullest cooperation and in-depth information for the study to achieve the saturation point with no new themes emerging (Merriam & Tisdell, 2016).

Table 1. Demographic profile of the study’s participants

Procedures and Data Collection

Data collection was undertaken based on the study’s theoretical framework and two research questions. First, the data collection for the study was undertaken through personal interviews and field notes to identify any important unspoken data (. Next, the interview transcriptions were coded for themes in light of the research questions regarding improving care for youth in residential foster care.

The face-to-face interviews lasted approximately 20 – 30 minutes with standard operating procedures such as social distancing and wearing masks as the interviews were conducted during the COVID-19 pandemic. At the beginning of each interview, an initial briefing was given to brief the participants on the study’s aims. The briefings ensured that the participants had an overall understanding and provided utmost cooperation during data collection. Besides, consent to participate and permission for voice recording were obtained from the participants. The interview session was started with open-ended questions before proceeding to a semi-structured interview. A semi-structured interview allows for flexibility of questions during the interview.

Additionally, the participants were briefed and asked if they had any questions at the end of the interview session. The researchers answered any questions posed by the participants. In exchange for their willingness to allocate their time for the interview, each participant received a token of appreciation. The data collection period was undertaken for four consecutive days between the 30^th of December 2021 and the 2^nd of January 2022.

Data Analysis

The inductive category formation process was used to answer the two research questions. Applying traditional qualitative data analysis methods for this research involved a three-step coding process (initial, focused, and thematic) to identify the most prominent themes embedded in the interviews (Maxwell, 2005).

All the individual experiences and perceptions articulated by the participants were identified in the initial coding state. The responses were not refined into specific categories during the initial coding stage. All reactions were identified utilising an in vivo technique where the participants’ own words were used as labels or identifiers (Bloor & Wood, 2006). During focused coding, the in vivo responses were systematically categorised into themes. This stage required categorising similar responses into smaller categories and providing those categories with a specific label. Essentially, focused coding involves identifying themes for further analysis to mitigate challenges during qualitative data analysis (Zulkipli & Baba, 2018; Steward, 2016).

Thematic coding is the third stage of analysis. The researcher identified common patterns in participants’ responses and formulated significant themes based on the interviews conducted (Steward, 2016). Patterns that emerged between the themes were analysed thoroughly to understand better the responses to the research objectives and questions postulated in this study. Any patterns between the themes were identified during the focused coding in this stage. For instance, the data was examined to observe if the residential welfare homes in Y and X were highlighted for different improvement suggestions concerning residential foster care. Ultimately, the goal of the analytical process was to provide a systematic way to answer the research questions posed in this study.

FINDINGS

The findings and discussion were based on two designed research questions for this study.

Firstly, the participants were asked to describe their experiences in the residential welfare home to address the first research question. As the youths recently moved to a new residential welfare home at X, the participants were asked to reflect on their experiences at the previous location in Y and the current location in X. A thorough analysis was subsequently conducted to understand the participants’ experiences better. Based on the analysis, three themes emerged, mainly standards of living, strengthening relationships, and within the self.

Standards of Living

The youths, especially CYPs, spend considerable time in residential welfare homes. Thus, the standards of living must be appropriately managed. The standard of living in this study comprising of level of comfort, convenient, cleanliness and comfortable from the perspectives of facilities and surrounding area.

As the residential welfare home recently moved to a new location from Y to X, the youths involved faced a massive transition. The residents must adapt and accept the latest changes. In terms of accessibility, seven participants felt that when the home was located at Y, it was strategically nearer to the Mass Rapid Transit (MRT) station. Thus, it was easier for them to go to school or return home. Now, as the current home has shifted to X, most participants felt that the home’s location is too far. Nevertheless, most participants agreed that the current location has a nice beach view. Hence, it can be quite relaxing and peaceful. Participant #7 shared, “X. It’s a beautiful place, nice view compared to Y, a bit stress to look outside.”

In terms of living space, participants viewed Y as having a bigger living space than X. Thus, it was spacious for them to sleep. Participant #13 shared that the current arrangement made the Y Home feel like a ‘family’ as they could be together. On the other hand, Participant #19 felt like he was “‘locked up’ and smaller in size at X.” They are split into smaller groups for each cluster. Consequently, there are lesser youths with whom to interact and bond.

Despite its size, several participants found it convenient as most facilities in X are placed in one area. Thus, maintaining the cleanliness of the living space is easier. For instance, Participant #8 commented, “Part area cleaning I prefer here and toilet too..”

Participants also shared that they could easily take their food as the food was prepared in trays in Y. They could ask for an extra serving of food if they wanted to add extra food. Thus, the participants felt that there was less wastage of food. On the contrary, participants shared that the food is packed in bento sets at X. The food is provided in an exact amount for them. Furthermore, the participants shared that the food served was oily. They also shared that occasionally the food served has expired, or hairs are spotted in the food. They also felt that the dishes served to them lacked variety. For example, Participant #6 shared, “And the food here, receive many complaints, ya. I feel like it’s too very oily something like that. We do not have that balanced diet”.

Adequate facilities also play a significant role in ensuring that youths experience a comfortable stay at a residential welfare home. Previously, the home was located in an old school building before they moved to their new location at X. Thus, it was equipped with old facilities. Participant #11 shared about the condition of the facilities. For instance, the participant mentioned that, “At Y the bed is old and the locker rusty, lot of dust…”

Despite the new facilities available at X, Participant #15 shared that he felt the investigation room (IR) at X is less comfortable than at Y. He highlighted, “Also, the IR here is stuffier. Because the only way you get air is the ventilation, and the ventilation is like small dots. So it’s like stuffy. If Y, it’s better. It’s like a cell. There was a bed and pillow. For me, it’s more comfortable.”

Additionally, the participants shared that fewer cameras were available at Y than at X. Thus, there were plenty of blind spots at Y. They felt safer at X due to the availability of cameras everywhere. Participant #5 shared that the tightened security at X is crucial to avoid unnecessary misunderstandings from occurring. He said, “Y is so much worse because the security is not good. The CCTV like only some places have. Then over here, all have. At Y when you want to go bodycheck, the bodycheck is on top so you can put anything at Level 2 or Level 3 where you can go toilet can put things before you go up… If at Y, the security system is not good, if anything happens, then because there are many people, then no one knows what happened. Then here because got CCTV everywhere, so it will help me.”

Strengthening Relationships

Being away from their family can be challenging for these youths to have a continuous and stable relationship with their primary caregivers. Overall, mixed responses were given about the treatment they received from the care staff during their stay in the residential welfare homes. Half of the participants felt that the care staff were stricter in Y than the current care staff in X. Participant #19 commented that it was a ‘One for All, All for One’ policy if the care staff punished them as they stayed in big groups in Y. Despite that, they preferred the care staff at Y as they felt they were understood better as the care staff took the time to talk to the youths. Participant #18 shared, “I would say Y staff like better than X because they understand us better. They take the time to talk to us. Sit down with us and talk to us. But I think in X, they follow the protocol very strictly lah. That’s why like the kids, some don’t like them and stuff. Mostly in X are new staff.”

In addition, the participants felt that being in a residential welfare home has widened their social circle as they make new friends with other youths in the home. They also felt that staying in a home has helped them improve their family relationships. For example, Participant #10 mentioned, “I also feel that being in this home has made me gain new friends, independent and I became closer to my parents”.

Nevertheless, the participants shared that a lack of communication occasionally occurs in the home. For instance, two participants felt it difficult to contact their families. For example, Participant #9 shared that his family finds it difficult to reach the Child Protection Officer and Investigation Officer to ask about his case. The feedback provided was also limited. Moreover, the participants also felt that it is challenging to communicate with other youths close to them as they are separated into different clusters. For example, Participant #15 shared, “Challenges, sometimes I find it hard to communicate with other residents we are close with. Because we are in different clusters.”

Within the Self

Intrapersonal skills are internal abilities that play a role in managing emotions, coping with challenges, and learning new information. Being equipped with such skills is essential as they form the foundation for building relationships with others. From the data gathered, several factors such as programmes conducted, privileges, gaining new information knowledge, improving behaviours, and managing emotions were grouped to form a theme, which is within the self.

Generally, the participants felt that the programmes carried out benefited them as they allowed them to gain valuable knowledge and skills. The participants felt that more outdoor programmes were conducted at Y, including camping, kayaking, sailing, paintball, or cycling. Participant #17 shared that he enjoyed the programmes at Y before the pandemic. There were plenty of exciting programmes to participate in, and they were given a choice to choose which programmes enticed them. Nevertheless, due to COVID-19 guidelines, most programmes such as talks or workshops that provided them with helpful knowledge and meaningful interactions with the presenters were conducted indoors. Participant #10 shared that he prefers listening to presenters who have experienced the issues themselves as it would be more relatable for them. He stated, “So far, I think the people delivering the content got their message through because most of them who deliver the message is actually experienced like the CNB was an ex-offender who’s teaching at another home.”

The participants also shared their input on privileges provided to them. For instance, most participants felt they should be given additional computer time and unrestricted access to watch television. They also requested to play sports at night to occupy their spare time with activities that interest them. Participant #15 informed, “Sports for me it’s better at Y because night-time we can have sports before bedtime but here now no more night sports.”

From the perspective of gaining valuable knowledge, skills, and values regarding learning about Islam, the participants highlighted that they learnt about praying, reciting the Quran, the importance of cleanliness, and differentiating between the good and the bad. Participant #15 voiced out, “When I first came here, I was childish, and I don’t know how to differentiate between good things and bad things. But here they teach me, and when I was outside before I come in, my religious stuff was horrible. So when I’m here, they teach me how to pray and how to read Iqra”.

The participants also shared that staying in a residential welfare home has improved their behaviour. They felt they were more disciplined, independent, patient, less childish, respectful, and continuously learned to control their behaviour. In addition, a few participants shared that they felt their overall well-being improved as they started to be physically active, think positively, and appreciate what they have. For example, Participant #6 shared, “They train me to become a positive person. Slowly but surely, I’ll be there. I think if I’m not here, I will be more negative. I will keep provoking other people just maybe because I’m jealous or something. I won’t have anything much like my phone”. Nonetheless, several participants expressed difficulty managing their emotions as they think about their families. For example, Participant #5 shared, “Controlling my emotions and thinking about family” is difficult to deal with, particularly when he sees his friends with their parents at school.

Second research question focuses on improving at-risk youths’ experiences in a residential welfare home. Understanding and listening to their thoughts and opinions on improving their stay are essential. Some of the recommended suggestions include conducting various programmes, creating a homely environment, improving the quality of care, increasing privileges, providing a healthy-balanced meal, setting reasonable rules, and improving home facilities.

Conducting a Variety of Programmes

Most participants highlighted the need to include more programmes for the youths. The recommendation was supported by Participant #15, who commented, “I think put more efforts in programmes”. He also expressed the need for extra outdoor activities such as cycling, jogging, rock-climbing, swimming, hiking, camping, and going for a walk at the beach. Participants also shared their interest in attending life skills programmes such as cooking or baking, conflict management, resisting peer pressure, managing emotions and self-awareness on current issues youths face (such as sharing sessions by ex-offenders). These forms of life skills programmes can create awareness and understanding, as described by Participant #10, “more talks on ex-offenders sharing their experiences. Like open-minded talks so that we can relate better”. The participants felt that it is more effective to invite guest speakers who have experienced the issues themselves to ensure they are able to connect emotionally and relate to them better. Furthermore, participants added that they would like more enrichment programmes such as coding classes, building Lego blocks, or stargazing outside with the care staff.

Additionally, the participants highlighted the need to have a schedule for sports to ensure that youths from different zones could be given a fair chance to play different sports daily. For instance, Participant #1 shared that sometimes it is difficult for him to play other sports as the youths from other zones would be playing the same sport daily. Thus, he suggested, “currently there are three zones, should divided equal no. of members and play according to zone turns and repeat accordingly….”

Create a Homely Environment

The participants also expressed their hopes to make the environment more homely as they felt that the current living space was too plain. Thus, it does not create a vibrant and cosy feel for them. Participant #16 recommended that “maybe the environment and facilities look more like homely such as putting carpets, decorations or pictures so as to replicate a homely feel”. The additional features would create a more comfortable environment for them. Subsequently, Participant #3 also suggested placing or setting up card games in the living space, which is accessible to all. Hence, the home residents will be able to fill up their spare time with the games or when bored. Participant #3 stated, “So each cluster has their own board games. So we can just take and play anytime”.

Improve the Quality of Care Given

Participants shared the importance of constantly upgrading the knowledge and skills of the care staff and case workers to ensure that quality care is provided to the youths. As they are constantly in direct care and contact with the care staff daily, the participants voiced out that the care staff must be more understanding and patient towards their needs to ensure that their mental well-being is not affected. Most participants hoped that the care staff would frequently interact with them as they look after them regularly. Additionally, the participants felt that the care staff should lessen the use of harsh punishments or vulgarities towards youths as such conduct would affect the relationship between the youths and care staff. Participants #3, #18, and #20 also stressed the style of discipline enforced upon the youths. For instance, “Try not to give lots of harsh punishments like IR, instead can give like push-ups or squats” and “And I think when we make a mistake, care staff are being too harsh on us, like the words that they use like make us triggered”. Thus, the participants suggest that better interaction between the care staff and youth is essential to promote a healthy and positive relationship, as pointed out by Participant #17 “… The current staff now is too boring, we didn’t communicate well. Previously I feel bonded la…feel more at home….”

Increase Privileges

During their stay in the home at Y youths were given many privileges such as computer, television, or phone time. Nevertheless, most participants felt that the privileges were reduced when they moved to X. The participants felt similar privileges should be given to occupy their free time. Participant #8 commented, “For me is the computer time. Privilege. For me, if everyone already start going to school, at least those who are not going to school can watch TV. Otherwise, it’s boring….” As the participants often feel boring, Participant #20 shared views that “like more privilege. We cannot stay inside the cluster. Sometimes we felt boring, we easily get mad and irritated. We need to sometimes like play computer”. The availability of privileges is important for the participants to occupy their time with beneficial activities to avoid unnecessary emotional outbursts and behaviour.

Set Reasonable Rules

Rules are set to keep the home in place. Nevertheless, not all the youths felt the same way. The growing need for more freedom and independence was apparent when the participants shared their opinion during the interview. They opined that they would like their movement around the home to be less restricted. They also felt that the rules are too strict and should be more reasonable. Participant #5 shared his view that “more freedom. Like we don’t always stay in our cluster. Like, cannot sit in our rooms. Like I want to be more independent, like can just walk around my own cluster can just go down talk to my teacher. Don’t need too much permission. That’s why I don’t like.” Additionally, the participants felt that the rules should be negotiable, such as the occasion of wearing the full uniform to school, although it is an exception for the particular day. Participant #10 highlighted, “we have to come in full uniform or go out in full uniform even though the school is an exception on that day like Friday we can wear half uniform…”

Improve Home Facilities

Albeit the new facilities provided at A, most participants highlighted some facilities that could be improved further to enhance the overall state of the home, such as security, safety, broken sports equipment, and levelling or straightening the uneven soccer field. For instance, Participant #5 and Participant #6 commented that “maybe like you know it’s raining now right, when you go take the stairs it’s too slippery. When it rains, the water comes in so it’s dangerous” and “If sports activities, make sure the equipment is not broken because right now the one we are using are not good.” Participant #6 suggested fixing the staircase floorings with non-slippery mats as he felt it could get too slippery when it rains, thus endangering their safety.

DISCUSSION

Addressing the first research question, the researchers considered based on the previous studies have proven that understanding at-risk youths’ experiences in residential welfare homes is essential when aiming to improve the living condition in the centre. Ensuring a high standard of living and providing safe and caring caregiving practices is crucial to the quality of care given to at-risk youth (Eriksson et al., 2024). McCullough (2017) highlighted the social and emotional challenges at-risk youths face, especially in attachment and forming positive relationships with others. McCullough’s (2017) finding is congruent with the view of most participants from this study, who reported challenging in forming bonding with the care staff and case workers. They expressed frustration over many turnover staffs very few months. This issue is supported by Smales et al. (2020) who found that young people are unwilling to form relationships with their carers due to the high staff turnover throughout their time in care. Consequently, the participants feel neglected and lack attention or bonding (Deedat, 2020).

Deedat (2020) stated that it is essential to address attachment or bonding difficulties towards their caregivers. According to Bowlby’s Attachment Theory Bowlby (1982), negative attachment patterns can be mitigated by ensuring the presence of a highly responsive and sensitive attachment figure in the lives of at-risk youths. Key components of this theory are the bond between a child and their primary caregiver is critical for the child’s emotional and social development. Therefore, providing ample resources and training opportunities for caregivers is crucial in tackling this issue effectively. Negative attachment patterns can further be improved by having a highly responsive and sensitive attachment figure in their lives (Bowlby, 1982). Hence, ample resources or training opportunities could be provided to address this issue. Additionally, at-risk youths should be connected with clinicians specialising in attachment and behavioural catch-up therapy to address any underlying issues with attachment figures. Hence, youths feel loved and belong when there is secure attachment. Thus, their self-esteem increases as they view themselves as lovable (Scholfield, 2002). Therefore, the youths should have access to committed and professional staff with whom they have a strong attachment to provide them with support during stressful times.

The majority of participants felt that life in the residential welfare home improved their overall well-being, aligning with Yoshioka-Maxwell (2022), who stressed the need for sufficient support for at-risk youth. These individuals face numerous challenges, leading to emotional disturbances and behavioral issues. Unsupportive environments and family situations contribute to academic difficulties like poor grades, frequent absences, and dropouts (Casanova et al., 2021). Emotional and mental health challenges hinder relationships and trust, often resulting in social withdrawal and dependency on negative influences such as substance abuse (Jäggi et al., 2021). Encouraging participation in skill-building programs can open new opportunities. Additionally, promoting spiritual practices is crucial for enhancing overall well-being (Johnson, 2022).

As for the second research questions, the youths expressed the need for autonomy in decision-making based on the suggestions provided, especially in the programmes or workshop that seems highly structured or one-way communication that focuses on behavioural guidance. The opportunity to attend preferable and interesting programmes in order to be more focused is important. Besides the compulsory religious classes, they would prefer if choices could be provided for other programmes such as sports, outdoor programmes, and talks (Nagpaul & Chen, 2019). Thus, it is essential to have diverse programmes. Additionally, constantly upgrading the skills and training of the professionals to create a high-quality practice and care in residential care is also essential (Chng et al., 2019).

It is also essential to create a family-like environment, such as the physical setting of the place and the activities conducted and provide youths with a voice in any decisions that concern them. Several participants have expressed their desires to create a more home-like environment in their living space, such as placing carpets, decorations, pictures or having board games to feel a homely ambience (Rygaard, 2010; McChullough, 2017). Thus, the characteristics of a good residential home are security, a home-like environment, predictable routines, a committed and professional staff, long-term caregivers, and setting up beneficial peer groups and informal interactions between staff and youth (McChullough, 2017). A good residential home provides a feeling of warmth and safety for at-risk youths staying in residential welfare homes.

Rules and policies are essential for at-risk youths in residential welfare homes as they establish structure, stability, and safety. Setting reasonable rules with proper guidelines helps prevent substance abuse and fosters healthy relationships, encouraging participation in educational, vocational, and spiritual activities (Johnson, 2022). This promotes positive behavior, accountability, and conflict resolution, while supporting academic, skill development, and emotional health (Checa-Domene et al., 2022). Overall, these rules and guidelines create a supportive framework essential for the well-being and growth of at-risk youth (Dryfros, 2020). Lastly, addressing the maintenance of old and broken equipment to improve home facilities is crucial. Functional facilities not only support daily operations but also contribute to a positive atmosphere, which aids in the emotional and developmental growth of at-risk youth. By comprehensively improving home facilities, we can create an environment that nurtures and supports the holistic well-being of these young individuals (Dierkhising et al., 2020)

Theoretical and Practical Implications

Deneault et al. (2023) highlighted the importance of forming attachments in relation to their ability to form healthy relationships in life. Bowlby (1969) claimed that, as per the attachment theory, when a child does not have a healthy attachment with a caregiver, the child faces difficulty in relating to others effectively and maintaining a stable and healthy relationship with others. Thus, this study shows the importance of quality relationships and a sense of belonging with a primary caregiver to develop a healthy emotional and social identity and regulation (Fraley 2002). On top of that, Maslow’s hierarchy of needs postulated three main needs, namely the basic, psychological, and self-fulfilment needs. The hierarchy of needs focuses on meeting different needs for one to be truly happy in life. Thus, the drive that encourages individuals to obtain their needs will be dependent on the level of importance the needs are to the individual. Nevertheless, Martela et al. (2023) emphasised that human needs must be fulfilled in a specific order based on Maslow’s hierarchy of needs for one to be truly satisfied in life. Such needs will motivate individuals to act according to higher needs that are less relevant and significant for survival and become less urgent.

This research has also emphasised the importance of residential welfare homes to be structured in a family-like environment wherever possible to allow youths to experience life normally. Consequently, the homely environment may create a comfortable place for them to live (Riemersma et al., 2024).. Subsequently, social welfare agencies should strive to lessen the turnover among care staff and case workers to provide stability and care for the youths. A high staff turnover may affect their trusting relationships. Harrison (2019) stated that the presence of adult mentor could contribute to emotional and financial support and general advice and direction in their lives. He added that the presence of an adult mentor is associated with changes in problem behaviours of at-risk youths.

LIMITATIONS AND RECOMMENDATIONS

This study foresaw several limitations and shortcomings referring to the availability of time to collect data. As most respondents were only available during a certain period of time, the personal interviews conducted with the respondents were kept at a minimum of half an hour each to ensure data could be gathered promptly based on the timeline set. In addition, the sample collected for this study was limited to at-risk youths who had been served in a residential welfare home for accessibility purposes. Youths who are not in residential welfare homes as a direct cause of a mental diagnosis were not included to minimise the influence of medical diagnosis on the findings.

Notably, no female representation is present in this study. Hence, female respondents should be included in future studies to capture overall viewpoints concerning the topic views from both genders’ perspectives. Thus, considering both gender perspectives should include the context and experiences of at-risk youths in a residential welfare home. Hence, they might be able to recommend overlooked essential quality care elements.

The resident professionals understand better and are able to channel the voices of these at-risk youths to enhance their knowledge further and be more sensitive to personal experiences. From this research study, it is hoped that the quality of life for at-risk youths in residential welfare homes could be improved in the future. By listening to the voices of the youths in residential welfare homes, future studies could include the voices of their families or professionals working alongside youths. The inclusion of the related parties could provide beneficial information for researchers and social welfare agencies to understand their opinions and plan for appropriate resources for future programmes or training. Their views and perspectives would provide a valuable contribution to the field.

CONCLUSION

In conclusion, this study draws attention to the importance of improving the quality of care and services provided to the residents of residential welfare homes and assessing their needs to ensure that proper interventions be taken promptly. Additionally, Eriksson et al. (2024) in their scoping review highlighted the need for continuous evaluation and improvement of care practices. Thus, listening to the youths’ voices in residential welfare homes will guide future studies. Moreover, including the opinions and voices of the families or professionals working alongside youths could additionally provide beneficial information for researchers and social welfare agencies to understand their opinions and plan for appropriate resources for future programmes or training. Thus, the importance of quality care services at the residential house is critical for better psychological well-being. The present study’s findings can guide professional services, counsellors, policymakers, and centre administrators in creating a highly positive and supportive environment.

Conflict of Interest Statement

The authors declare that there is no conflict of interest regarding the publication of this article.

Data Availability Statement

The data supporting the findings of this study are available upon reasonable request from the corresponding author. Due to privacy and ethical considerations, some data may not be publicly accessible.

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