The Online Education Experiences of College-Enrolled Youth Formerly in Foster Care: A Scoping Review

Background & Purpose: Youth formerly in foster care (YFFC) face significant challenges in educational attainment, including housing instability, limited financial resources, and mental health issues. While online education presents an opportunity for flexibility and accessibility, it may also pose unique barriers for YFFC. The COVID-19 pandemic heightened attention to the potential of online learning, but no peer-reviewed studies examining YFFC’s experiences in online higher education yet exist. This scoping review contributes to the literature on this important topic by answering the question: What is known about the experiences and outcomes of college-enrolled YFFC in online higher education settings?

Methods: Following the JBI Scoping Review Protocol, we conducted a structured search across multiple databases, including APA PsycINFO, ERIC (EBSCOhost), SOCINDEX, Education Source Ultimate, Academic Search Premier, APA PsycArticles, CINAHL Ultimate, Web of Science, Scopus, Social Sciences Citation Index, Social Services Abstracts, and Sociological Abstracts. We also engaged in reference harvesting and manually searched related materials using Google Scholar and grey literature (such as dissertations). Studies were included if they empirically examined college-enrolled YFFC in online higher education settings and were published in English between 2014-2024. Excluded were review articles, theoretical papers, and non-empirical works. Data extraction was conducted independently by three researchers in Covidence to ensure reliability, focusing on study design, population, key findings, limitations, and future recommendations.

Results: A total of 788 articles were identified, with 709 screened after duplicate removal. Thirteen articles underwent full-text review, and two met inclusion criteria. Both studies were dissertations using phenomenological qualitative designs to explore the experiences of YFFC engaged in online learning in the U.S., with a total of 15 participants (12 female, 3 male) from diverse racial/ethnic backgrounds. One study focused on YFFC in university-based online education; the other on prior online learning before college. Common themes across both studies include social isolation, limited engagement, and a lack of targeted supports in online learning environments. The significance of teacher connection emerged as central, with participants noting that lack of instructor presence contributed to feelings of disengagement. Protective factors like instructor empathy, communication, and campus-based support programs mitigated some challenges. One study highlighted resilience-related strengths such as autonomy and problem-solving. Participants also noted the absence of foster care-specific supports in online settings and emphasized the importance of flexibility to balance caregiving and academic responsibilities. Both studies referenced the impact of COVID-19 on online learning for YFFC.

Conclusion & Implications: This scoping review identifies key factors that support or hinder success in online higher education for YFFC, including systemic, institutional, and instructional challenges. Recommendations include expanding access to technology, increasing funding for campus-based programs, offering targeted online learning orientations, and enhancing instructor presence and peer interaction. Future research should explore the experiences and outcomes of YFFC in online courses across institutions and majors, assess instructors' preparedness to support YFFC online, and explore the role of campus support programs in helping YFFC navigate online learning. These insights can inform policy and practice to advance equity in digital learning environments and improve educational outcomes for YFFC.