Girls Holding Hands
by Cassandra Cruz, Estefania Hermosilla, Aaron Kosterlytzky, Karina Lares, and Joseph Marin
Many children enter the foster care system every year. According to the U.S. Department of Health and Human Services, in 2015, there were an estimated 427,910 children in foster care in the United States (Child Welfare Information Gateway, 2017). But what happens to these children after entering the system? Although reasons and placements may differ from child to child, foster care youth become susceptible to negative outcomes, including high rates of school mobility, increased dropout rates, high rates of school suspension or expulsion, absenteeism, and increased likelihood to be placed in a special education setting (Foulk & Esposito, 2016; Zeltin, Weinberg, & Kimm, 2004).
By the time they are 18 years of age, 34% of youth in care experienced five or more school changes (National Working Group on Foster Care and Education, 2014). School mobility is a huge contributing factor to the lower academic achievement experienced by foster youth (Palmieri & La Salle, 2017; Foulk & Esposito, 2016). The uncertainty and instability of the unknown is distressing to any adult, let alone a child. We must make greater efforts at easing such emotions, as these children look to adults for comfort to provide appropriate guidance.
According to numerous studies, foster care youth have higher dropout rates and lower graduation rates when compared to the general population. Youth in foster care graduate high school at a 10-20% lower rate when compared to youth in the general population (Barnow, et al., 2013). Several studies have indicated that foster care youth are increasingly at risk of receiving disciplinary action, such as: school suspension or expulsion when compared to students in the general population (Cox, 2013; Foulk & Esposito, 2016). Is our educational system equipped to address such disparities?
Students in foster care are twice as likely to be absent from school and experience grade retention in comparison to students who are not in foster care (Cox, 2013). Last, foster care students are at a much higher risk than their counterparts for being placed in special education (Cox, 2013; Foulk & Esposito, 2016; Palmieri & La Salle, 2017). Is their behavior sufficient to warrant such services, or is the educational system inadequately dealing with foster care youth?
Working in the social services setting, we are privy to firsthand accounts of trauma and experiences that directly contribute to societal outcomes. It is clear that children in foster care are a vulnerable population and that they have endured many adversities. However, many times, what goes unnoticed is the great resiliency that foster care youth demonstrate. There is great stigma surrounding foster care youth in the education setting, and many times their behaviors are largely misinterpreted. Instead of stigmatizing, we should be empowering foster care youth and ensuring that they be given the appropriate tools and services for guaranteed academic success.
In such a progressive society, these negative educational outcomes experienced should not be ignored. Aren’t we a society that glorifies education as a way to reach socioeconomic mobility? We as a society should redirect our focus and show a valid interest in improving the lives of this vulnerable, academically at-risk population.
References
Barnow, B. S., Buck, A., O'Brien, K., Pecora, P., Ellis, M. L., & Steiner, E. (2015). Effective services for improving education and employment outcomes for children and alumni of foster care service: correlates and educational and employment outcomes. Child & Family Social Work, 20(2), 159-170. doi:10.1111/cfs.12063
Child Welfare Information Gateway. (2017). Foster care statistics 2015. Washington, DC: U.S. Department of Health and Human Services, Children’s Bureau.
Cox, T. L. (2013). Improving educational outcomes for children and youths in foster care. Children & Schools, 35(1), 59-62. doi:10.1093/cs/cds040
Foulk, S. M., & Esposito, M. K. (2016). Ensuring educational equity for children and youth in foster care. Leadership, 46(1), 30-33.
National Working Group on Foster Care and Education. (2014). Research highlights on education and foster care – fostering success in education: National factsheet on the educational outcomes of children in foster care. Retrieved from www.fostercareandeducation.org.
Palmieri, L. E., & La Salle, T. P. (2017). Supporting students in foster care. Psychology In The Schools, 54(2), 117-126. doi:10.1002/pits.21990
Zeltin, A., Weinberg, L., & Kimm, C. (2004). Improving education outcomes for children in foster care: Intervention by an education liaison. Journal Of Education For Students Placed At Risk, 9(4), 421-429.
Estefania Hermosilla, Cassandra Cruz, Karina Lares, Joseph Marin, and Aaron Kosterlytzky are all Master of Social Work (MSW) candidates at California State University Long Beach.