The context for this paper relates to the policy and practice implications of efforts to achieve social justice for Scotland's 12,000 children and young people in the care of local government authorities. The paper is located within a growing evidence base of the educational experience of young people in care and leaving care. The data on attainment and exclusion from school in particular are reviewed and confirm that looked-after children in Scotland, as elsewhere in the UK, typically leave education with significantly fewer school leaving qualifications than is now the common expectation for young people in their age group and are significantly more likely to lose time in school due to exclusion. However, the review also shows the devastating impact of being in care on young children's attainment in reading, writing and mathematics. The implications of the data reviewed are discussed in relation to the concepts of social justice, resilience and the educationally rich environment. (Contains 5 tables and 2 notes.)