An Exploratory Study of Education Professionals' Perspectives on the Educational Needs of Students Transitioning from Foster Care to Permanency Placements

Autor/inn/en	Huscroft-D'Angelo, Jacqueline; Trout, Alexandra; Bharwani, Sara; Brown, Ashley; Dittmer, Cassandra
Titel	An Exploratory Study of Education Professionals' Perspectives on the Educational Needs of Students Transitioning from Foster Care to Permanency Placements
Quelle	In: Education and Treatment of Children, 45 (2022) 3, S.263-276 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huscroft-D'Angelo, Jacqueline) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-022-00082-6
Schlagwörter	School Personnel; Attitudes; Student Needs; Foster Care; Educational Needs; Caregivers; Placement + Suchen Sie Ihr Suchwort? Schulpersonal; Attitude; Einstellung; Verhalten; Pflegehilfe; Educational need; Bildungsbedarf; Caregiver; Carer; Betreuungsperson; Pfleger; Betriebspraktikum; Praktikum
Abstract	For foster care involved children and youth, the primary goal is placement permanency into safe, supportive, and stable home environments. Although schools play an integral role in permanency planning and success during this transition, little is known about educator perspectives regarding education related transition planning and student needs. In this exploratory study we sampled education professionals' perspectives (N = 10) on student and caregiver educational related preparedness, supports, and primary needs through surveys and focus groups. Nearly 60% perceived students to only be "somewhat" prepared for this transition and believed caregivers to be even less prepared (70% perceived caregivers as only "somewhat" prepared). Likewise, half believed that the schools were only "somewhat" prepared, and 40% believed that schools are "not all prepared" for student transitions. Educators perceived school-based access to mental health supports as most important and academic assistance as least important to transition success. Finally, when examining educator identified recommendations for education related transition supports, four themes emerged: access to social-emotional supports, collaboration across team members, incorporating transition-based supports, and documentation related to the student's educational history and records. Discussion, limitations, and implications are provided. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01