Meeting the Needs of the Foster Child: Perceptions of the K–6 Teacher

A Framework for Addressing Foster Care Trauma in the Public Education System: Perceptions and Implications

“…Teachers must be prepared to deal with children in foster care whose needs may vary from those of the typically developing student 14 . Specifically, teachers need to be knowledgeable about the needs of all their students' experiencing trauma and specifically those children in foster care, as this knowledge guides decisions about instructional material, expectations for assignments, and discipline procedures 14 .…”

“…14 Specifically, teachers need to be knowledgeable about the needs of all their students' experiencing trauma and specifically those children in foster care, as this knowledge guides decisions about instructional material, expectations for assignments, and discipline procedures. 14 Increased teacher awareness of appropriate instructional strategies may enhance a teacher's ability to differentiate between misbehavior and signs of trauma, i.e., recognizing explosive behavior in the classroom setting, which appears to be unrelated to the stimulus and being aware that the turbulence of the foster youth's life outside of school may be causing their difficulties in school. In the 21st century, it is incumbent that teachers create a safe classroom experience for all students as this has the potential to counterweight abuse.…”

“…Although there is evidence of increased awareness of youth trauma within the child welfare system, implemented informed practices have not been successful, 12 and indeed the implications of foster youth trauma have yet to permeate into teacher and administrator preparation programs 13 . School social workers who work alongside foster families, community services, and court appointed advocates (CASAs) continue to report that they encounter many challenges as educators frequently do not see the value of their services and that they are only called upon when a student or their foster family are already in crisis 14 …”

“…13 School social workers who work alongside foster families, community services, and court appointed advocates (CASAs) continue to report that they encounter many challenges as educators frequently do not see the value of their services and that they are only called upon when a student or their foster family are already in crisis. 14 Educators can work to ensure that foster youth's educational experience does not reach crisis point and result in long-term harm only through increased awareness and knowledge. For example, due to ignorance, educators may perceive that a child's transition from their biological home into foster care is the conclusion of a traumatic event rather than an exacerbation of trauma.…”