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Research, policy, and practice arenas highlight the high rates of educational instability for students in foster care. Research has identified the need to deepen our understanding of how educational instability impacts students in foster care through more qualitative research. Having a deeper understanding of the impact of instability from the perspectives of students with lived experiences and the adults in their lives can provide avenues for future research, policy, and practice agendas to support students in foster care better. Building on previous research, the current study utilizes a qualitative multi-stakeholder perspective to explore how students in foster care, liaisons, and foster parents’ perspectives on the impact and consequences of educational instability on students in foster care.
Methods
Participants included students in foster care (n =4), liaisons (n = 14), and foster parents (n = 11). Data for the study were collected through semi-structured individual interviews over Zoom. Data were analyzed using a modified Rapid Analysis technique, which included consensus coding across two independent coders. The lead investigator reviewed the coding to address any discrepancies between the two coders. Codes and categories were then developed into broader domains. Interview data was then transferred into summary sheets for each participant. Dataa from the summary sheets were transferred to a spreadsheet for matrix analyses.
Results
Participants identified negative and positive consequences of instability through moving schools. Students, liaisons, and foster parents all highlighted the significantly negative consequences of instability. Findings showed that moving schools disrupts students’ educational journey and leads to a loss of valuable learning, including instructional time and credits, as well as their social-emotional development and readiness to learn. Liaisons and foster parents highlighted that educational instability poses significant challenges for children trying to secure their IEPs and 504 plans. Both liaisons and foster parents expressed that foster care placement itself introduces instability into students' lives and is traumatic. When students have to move schools, it adds another layer of trauma. Regarding positive consequences, some liaisons and foster parents identified that transferring to a new school may provide students a critical opportunity for a “fresh start” to escape stigma and negative experiences, and may provide them with access to needed services.
Conclusion
Findings highlight the negative impact of educational instability through school moves on students' overall academic and social-emotional well-being. Although liaisons and foster parents identified some positive consequences to instability, students should not have to move schools to receive the appropriate services or escape harm at school. Liaisons and foster parents noted the traumatizing effects of foster care placement on children, which inherently adds layers of instability to their lives. To promote student stability and positive educational experiences, liaisons and foster parents stressed the importance of prevention strategies. They advocate for enhanced support and resources for biological families and for strengthening communities to prevent foster care placements. Additionally, they emphasized the necessity for comprehensive education reform to guarantee that all students have equal access to services in every school.