For foster care involved children and youth, the primary goal is placement permanency into safe, supportive, and stable home environments. Although schools play an integral role in permanency planning and success during this transition, little is known about educator perspectives regarding education related transition planning and student needs. In this exploratory study we sampled education professionals’ perspectives (N = 10) on student and caregiver educational related preparedness, supports, and primary needs through surveys and focus groups. Nearly 60% perceived students to only be “somewhat” prepared for this transition and believed caregivers to be even less prepared (70% perceived caregivers as only “somewhat” prepared). Likewise, half believed that the schools were only “somewhat” prepared, and 40% believed that schools are “not all prepared” for student transitions. Educators perceived school-based access to mental health supports as most important and academic assistance as least important to transition success. Finally, when examining educator identified recommendations for education related transition supports, four themes emerged: access to social-emotional supports, collaboration across team members, incorporating transition-based supports, and documentation related to the student’s educational history and records. Discussion, limitations, and implications are provided.
- Education professionals
- Foster care
- Transition planning
ASJC Scopus subject areas
- Developmental and Educational Psychology