Foster Youth Perceptions on Educational Well-Being

Abstract

Educational outcomes for youth in foster care are concerning. The achievement gap is close to 1 school year between youth in foster care and the general population (Smithgall, Gladden, Howard, Goerge, & Courtney, 2004). Although there has been research on the educational disparities between youth in foster care and the general population, the field has not yet heard the voices of youth within the system about their educational experiences while in custody.The purposes of this manuscript are to (a) describe a study which engaged youth in foster care in sharing experiences and opinions about their educational successes in a participatory manner, (b) explore the relationship between perceived student engagement and educational outcomes, and (c) harness the suggestions of these youth in policy and practice improvements supporting their educational well-being. IMPLICATIONS FOR PRACTICE •Youth in care are invaluable experts on their experience, and empowering them to share their stories through research creates meaningful policy changes.

High School Dropout Rates of Japanese Youth in Residential Care: An Examination of Major Risk Factors

“…Hence, this study supports the hypothesis that youths in Japanese residential settings have high dropout rates, and it indicates that the risk of high school dropout rates for youths in Japanese residential institutions was ten times higher than that of overall Japanese youths. The results of the analysis found that children in out-of-home care have higher educational risks which is consistent with previous studies conducted in Western countries [20,21].…”

Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement

“…Moreover, supporting teachers’ work-related well-being and resilience could have important implications for children’s educational resilience. Educational resilience, the increased likelihood of academic success despite adverse conditions, is nurtured in part by students’ relationships with their teachers (Schroeter et al, 2015 ; Strolin-Goltzman et al, 2016 ). Young people who have experienced adversity have identified positive relationships with adults as the most powerful influences on their educational success (Strolin-Goltzman et al, 2016 ).…”

Educational Experiences of Children and Youths in Foster Care: A Multidimensional Approach

“…A second theme that emerges when considering the educational experiences of institutionalised students is the types of relationships they develop with teachers and classmates (Scheer, 2007). The emphasis is on the importance of positive and supportive relationships with peers and teachers (Berridge, 2017;Clemens et al, 2017;Rutman & Hubberstey, 2018;Schroeter et al, 2015). In a study conducted in New Zealand, which examined the responses of seven subjects to their experiences of academic success, it was found that relationships with teachers, carers and friends were sources of support for school success, which were manifested by the opportunity to have their voices heard, to have a positive influence on the decision-making process and access to rights (Miller et al, 2021).…”

“…Another study found that teachers were perceived by children to be the most supportive individuals, helping them to acquire academic skills, providing emotional support, encouragement, and boosting children's selfconfidence (Harker et al, 2003). Teachers were also seen by children and youths raised in foster care or foster families as sources of support in developing self-regulation skills (Schroeter et al, 2015). Youths who have grown up in the foster care system have shown that positive relationships with teachers helped them in acquiring academic gains, school engagement, and supported their sense of connectedness and belonging (Rutman & Hubberstey, 2018).…”