Teachers' experiences with students who live in foster care

Date of Award

2014

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Advisor: Susan Davies

Abstract

Children who live in foster care are an educationally vulnerable population. They often experience academic challenges, emotional instability, and behavioral difficulties. Classroom teachers who instruct these children often feel under-informed and unsupported in serving the needs of foster students. The present study examined how teachers are informed of a student's foster care status, the supports and services available to teachers in working with children, and the supports and services teachers feel they need in order to provide an appropriate education to this population. Ten teachers were interviewed to gain insight into their experiences educating foster children. Results indicated there is inconsistency in how teachers are informed of a child's foster care status and that teachers are dissatisfied with the lack of background information provided regarding a child's foster care status. Participants reported feeling supported by the school when designing and implementing behavioral interventions, however many expressed a need for more collaboration among the school, home, and social service agency. Suggestions are made for school systems and social service agencies to provide more information, training, and collaboration to teachers of students who live in foster care.

Keywords

Foster children Education, Children with social disabilities Education, Home and school, Teachers Attitudes, Foster home care, Teacher-student relationships, Parent-teacher relationships, Education, School Counseling, Social Work, Psychology, Foster children, Foster care, Foster students, Teachers experiences, Out-of-home care

Rights Statement

Copyright © 2014, author

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