Maximizing Academic Success for Foster Care Students: A Trauma-Informed Approach

Autor/inn/en	Berardi, Anna; Morton, Brenda M.
Titel	Maximizing Academic Success for Foster Care Students: A Trauma-Informed Approach
Quelle	In: Journal of At-Risk Issues, 20 (2017) 1, S.10-16 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Foster Care; Trauma; Cognitive Development; Emotional Response; Child Development; Elementary Secondary Education; Preschool Education; Behavior Problems; Emotional Problems; Self Control; Academic Achievement; Physical Health; Stress Variables; Academic Failure; At Risk Students; Barriers; Success; Special Education; Posttraumatic Stress Disorder; Suspension; Expulsion; Educational Environment; Attachment Behavior; Neurology; Biology; School Culture; Student Needs + Suchen Sie Ihr Suchwort? Pflegehilfe; Kognitive Entwicklung; Emotionales Verhalten; Kindesentwicklung; Pre-school education; Vorschulerziehung; Selbstbeherrschung; Schulleistung; Gesundheitszustand; Erfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausschluss; Schulausschluss; Relegation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Attachment; Bindungsverhalten; Neurologie; Biologie; Schulkultur; Schulleben
Abstract	Children in foster care have experienced significant trauma due to the loss of primary attachment figures and the circumstances associated with that loss. Children who have suffered trauma generally present with cognitive, social, physical, and emotional vulnerabilities. These vulnerabilities are often expressed in the P-12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness related to chronic stress-induced compromised immune systems. This results in academic failure for half of all children in care. Training in how to respond to children who have suffered trauma is essential to ensure that children are comfortable and feel secure in the classroom so that they can access their education. To that end, a framework to support children in P-12 settings who are particularly vulnerable to academic failure due to trauma is presented. (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01