Enhancing Educational Advocacy for Youth in Foster Care Though Specialty Courts

Background and Purpose: Despite the known benefits of a college degree, students with experiences of foster care continue to encounter challenges in education and graduate at lower rates than their same age peers (Watt et al., 2019; Courtney et al., 2011). Challenges include inadequate academic preparation, instability of placement, and lack of a consistent educational advocate (Okpych, 2012; Piel, 2018). Court systems may present a unique opportunity for consistent educational advocacy, based on the comprehensive nature of legal support systems to coordinate services and involvement of court-appointed special advocates. Specialty court dockets related to foster care and education aim to address this gap, however little is understood about the model of programming and experiences of youth and professionals engaged in these specialty court hearings.

Methods: Convenience sampling was used to recruit staff and young adults affiliated with an educationally focused specialty court docket for youth in foster care in a southwestern state. Semi-structured interviews (n=17) were conducted related to the process of program development and experiences with the specialty court docket. Interviews were recorded, transcribed, and analyzed using NVivo qualitative software. Thematic analysis (Braun & Clarke, 2006) was used to review and organize the data; three researchers independently reviewed all transcripts and came to consensus on preliminary themes and coding protocol prior to a second round of coding. Researchers utilized an audit trail, reflexivity, triangulation by observer, and a member check as strategies to increase trustworthiness of findings.

Results: Six themes emerged regarding the specialty court docket. Collaboration was described by both staff and young adults related to establishing partnerships, bridging resources, and actively engaging youth in decision-making. Empowerment was described through examples of coaching, motivation, and helping youth develop their own solutions. Peer support was described as both direct and indirect, including ongoing mentorship and the impact of peer support in identity development and motivation to finish college. There was a clear focus on social capital as well as the impact of respectful communication with youth that also shifting power dynamics with youth speaking directly to the judge. Participants also specifically described differences in the court room and hearing itself, such as the judge and other court staff, advocates, and youth sitting on the same level to lessen some of the intimidation youth may feel about the court experience.

Conclusions and Implications: Findings from this study highlight the value of enhancing existing partnerships and leveraging resources across collaborations to meet the needs of students with experiences of foster care. They also consistently emphasize the importance of social support and establishing ongoing relationships, which is consistent with previous literature on social capital and college enrollment. The study highlights a trauma-informed approach and shifts in the courtroom experience which may have a positive impact on youth engagement and advocacy. Based on the research conducted, results are being used to improve programming and to consider the value of similar models in other areas of the state and country.