Abstract: Systemic Barriers to Educational Stability and Success for Students in Foster Care: A Qualitative Multi-Stakeholder Perspective (Society for Social Work and Research 30th Annual Conference Anniversary)

Schedule:

Friday, January 16, 2026

Congress, ML 4 (Marriott Marquis Washington DC)

* noted as presenting author

Margaret Poandl, MA, LPC, Doctoral Student, Virginia Commonwealth University, VA

Jamie Cage, PhD, Associate Professor, Virginia Commonwealth University, Richmond, VA

Victoria Cashio, PhD, ., Virginia Commonwealth University, Richmond, VA

Claudia Lee, BA, Masters Student, George Mason University, VA

Jaylynn Floyd, BA, Student, University of Massachusetts Amherst, MA

Antonio Giles, BSW, Student, Virginia Commonwealth University, VA

Jenee Lee, PhD, ., Virginia Commonwealth University, Richmond, VA

Antionette Stroter, PhD, Virginia Longitudinal Data System Reseacher, Virginia Department of Education, VA

Background

Research shows that students in foster care have higher rates of educational instability than their peers who did not experience placement in foster care. Although research and policy efforts have identified educational instability as a barrier to success for students in foster care, research is limited in exploring factors contributing to stability and instability.

To build on the existing knowledge base, this project employed a multi-stakeholder qualitative study design to explore barriers and facilitators to stability for students in Virginia’s foster care system. This presentation will discuss barriers as reported by study participants and discuss implications for improving educational stability for students involved in the foster care system on a systems-level.

Methods

This study is part of a larger qualitative study exploring the educational stability and experiences of students in Virginia’s foster care system from a multi-stakeholder perspective. Data were collected through semi-structured interviews with students involved in the foster care system (n = 4), along with multiple important stakeholders in students’ lives, including foster parents (n = 11) and educational liaisons (n = 14). Data were collected over Zoom and transcribed verbatim. Data were analyzed using a modified Rapid Analysis technique where investigators (1) utilized the interview guide to develop a coding template, (2) consolidated codes into domains, (3) created summary sheets for each interview based on domains, and (4) transferred summary sheet data to a spreadsheet for matrix analyses.

Results

Data analysis revealed several systemic barriers that hinder educational stability and positive educational experiences for students in foster care. Results demonstrated systemic barriers across three overarching themes: (1) lack of support for biological families, (2) the foster care system, and (3) the educational system. First, participants shared that without proper resources, biological families may be harmed by poverty, lack of mental healthcare, and other negative outcomes directly impacting students’ educational experiences, as well as serving as the cause for the need for foster care placement. Second, participants discussed how placement in the foster care system is inherently traumatic for students, thus negatively affecting their ability to learn and achieve in school. Lastly, participants shared that schools themselves perpetuate traumatic instances and reinforce stigma, hindering student educational stability and success.

Conclusion/Implications

Findings highlight systemic barriers to educational stability and positive educational experiences for students in foster care. Findings also highlight that these barriers are in place for students and families before placement in foster care due to a lack of support and resources for biological families. Accordingly, foster parent and liaison participants highlight the need for foster care prevention and robust social service and wraparound support for biological families to prevent foster care. Participants also emphasize the need for trauma-informed care and universal education reform so that students (both within and outside) of the foster care system are not experiencing barriers to stability and success because of the education system.