The international literature defines care leavers or young people leaving care as a young people who, after coming of age, leave residential care, such as young people facing up to the difficult transition from a protective environment to autonomy. Research demonstrates that young people leaving care are at high risk of social exclusion, both in terms of material disadvantage and marginalisation because their journey to adulthood may be shorter, more severe and often more hazardous than for those young people leaving their family home [Stein, 2012].

What  happens to young people in their families, schools and communities, before and when they are living in care, can all make a difference to how well they will cope with their transition to adulthood. Research show the importance of a support policy and practice for care leavers, as testified by comparative international studies on the subject(Stein, Munro 2008; Dixon 2008).

Various international studies focus on factors associated with promoting the resilience of care leavers from disadvantaged backgrounds: “Resiliencewill be defined as the quality that enables some young people to find fulfillment in their lives despite their disadvantaged backgrounds, their problems or adversity they may have undergone or the pressures they may experience. Resilience is about overcoming the odds, coping and recovery” [Stein, 2012, p.165].

E. Grotberg defines resilience as: “a universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” [Grotberg, 1995].

Masten shows that: “resilience is made of ordinary rather than extraordinary processes offers a more positive outlook on human development and adaptation, as well as direction for policy and practice aimed at enhancing the development of children at risk for problems and psychopathology” [Masten, 2001, p. 227].

International authors underline that young people leaving care who are best equipped to overcome adversities will have: strong social networks; an educational support outside the family; continuity of care; a positive experience of school and a positive sense of identity [Stein, 2012].

In this theoretical framework takes his place the research project “Crossing the bridge: evaluation analysis and interpretation tools of social inclusion projects”, started in 2010 and ended in 2012, co-financed by the ‘PO Sardegna FSE 2007-2013’ and the Regional Law 7/2007: “Promotion of scientific research and technological innovation in Sardinia”.

Sardinia is the only Italian region with specific regulations concerning young people leaving care: the regional law, no. 4, art.17 2006 “Experimental programme to promote social inclusion projects for care leavers”. Such regulations allow for the realisation of special care and individual educational projects for the care leavers for up to 3 years from their leaving the community.

Main characteristics of this regulations are: an active engagement of the young subject into the project; assessment of his/her needs and of the path to self-sufficiency; financial support towards accommodation, maintenance, education and training; educational support of a Tutor.

Main objectives of the research project “Crossing the bridge:evaluation analysis and interpretation tools of social inclusion projects” consist of the following:

a)    identifying strong and weak points and good practice;

b)    identifying risk factors, protective and resilience factors that allow the care leavers to cope successfully with the transition towards autonomy;

c)    building up evaluation and self-evaluation models in a participatory way;

d)    the promotion and improvement of the development of state social policy in this area of intervention.

Cashmore J., Paxman M., Predicting after-care outcomes: the importance of ‘felt’ security, in “Child and Family Social Work”, Vol. 11, N. 3, 2006, pp. 232-241 Dixon J., Young people leaving care: health, well-being and outcomes, in “Child and Family Social Work”, Vol. 13, N. 2, 2008, pp. 207-217 Dixon J., Obstacles to participation in education, employment and training for young people leaving care, in “Social Work and Social Sciences Review”, Vol.13, N. 2, 2007, pp. 18-34 Driscoll Jenny, Supporting Care Leavers to Fulfil their Educational Aspirations: Resilience, Relationships and Resistance to Help, in “Children & Society”, 2011 Grotberg E., A guide to promoting resilience in children: strengthening the human spirit, in “Early Childhood Development: Practice and Reflections” N. 8, Bernard van Leer Foundation, 1995 Masten A.S., Best K.M., Garmezy N., Resilience and development: Contributions from the study of children who overcome adversity, in “Development and Psychopathology” Vol. 2, N.4, 1990, pp. 425-444 Masten A. S., Ordinary Magic: Resilience Processes in Development, in “American Psychologist”, Vol. 56, N. 3, 2001, pp. 227-238. Rutter M., Resilience: Some Conceptual Consideration, in “Journal of Adolescent Health”, Vol.148, 1993, pp. 626-631. Stein M., Young People Leaving Care. Supporting pathways to adulthood, Jessica Kingsley 2012 Stein M., Munro E., Young People's Transitions from Care to Adulthood: International Research and Practice, Jessica Kingsley 2008 Vanistendael S., Lecomte J., Le bonheur est toujours possible. Construire la résilience, Paris, Bayard Editions 2000