An increasing number of foster youth find themselves representing a vast majority of the most academically vulnerable population. The trauma and neglect experienced by foster youth is but one of many factors influencing educational achievement. The role of educators in foster youth educational attainment is critical. It requires teachers and school leaders to understand the complexities of trauma; to positively develop comprehensive knowledge of trauma-informed practices; and the ability to create a learning environment where foster youth feel supported in their educational journey.
School of Education
Publication or Event Title
Recipes to Combat the Isms
Volume One: Equity
This chapter begins with a descriptive summary of the crisis facing educators today who are teaching students who have and continue to experience trauma which frequently leads to both school and societal exclusion. Readers are exposed to the factors (ingredients) that contribute to the crises as well as strategies and tools (recipe) for ensuring that school is a positive experience for foster youth. The role of educators in foster youth educational attainment is critical and requires educators to collaborate with child welfare in understanding the complexities of trauma, the importance of trauma-informed practices, and fostering a learning environment where foster youth feel supported in their educational journey.
The knowledge gained in this chapter will help all educators understand both the social determinants of mental health and the complexities faced by foster youth when accessing services (Cox, 2013; Nagel, 2009; Zetlin, 2006) in order to advocate for evidence-based services and trauma-informed practices (Day et al, 2015). Reimagining how educators can better serve all students equitably will greatly enhance the aspiration of all students succeeding in K-12.
Storey, V. A. & Fletcher, R. (2022). Challenging the norm: Raising the bar for educators of foster youth. In K. Brown & R. Papa (Eds). Recipes to combat the “Isms”: Volume one –equity (Ch. 4). ICPEL Publications. ISBN : 978-1-7923-9069-2
Accessibility Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons