A Framework for Addressing Foster Care Trauma in the Public Education System: Perceptions and Implications

ABSTRACT BACKGROUND It is estimated that approximately 90% of children in foster care have experienced a traumatic event, with nearly half reporting exposure to 4 or more types of traumatic events. Educators must remain alert to indicators suggesting a history of trauma and understand the difficulti...

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Bibliographic Details
Published in:The Journal of school health 2023-07, Vol.93 (7), p.621-627
Main Authors: Storey, Valerie A., Fletcher, Roschanda
Format: Article
Language:English
Subjects:
Administrator Education
Administrator Role
Adolescent
Behavior
Child
Classrooms
Cultural change
Educational Environment
Educational Policy
Educational systems
Emotions
Foster Care
Foster children
foster youth
Health care policy
Health education
Health Policy
Health promotion
Humans
policy
practice
Public Education
Public schools
school
School districts
School environment
Schools
State Policy
Student Behavior
Student Needs
Teacher Competencies
Teacher Role
Teachers
Teaching Methods
Trauma
Trauma Informed Approach
Traumatic life events
Youth
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Summary:ABSTRACT BACKGROUND It is estimated that approximately 90% of children in foster care have experienced a traumatic event, with nearly half reporting exposure to 4 or more types of traumatic events. Educators must remain alert to indicators suggesting a history of trauma and understand the difficulties foster youth may face regulating their emotions and behavior while in school. METHODS A framework for foster youth trauma in the public education system identifies the interplay between macro‐level forces, such as federal and state policy, and school and teacher micro‐level forces. RESULTS The framework highlights the inadequacy of educators in identifying the manifestations of trauma, specifically in foster youth, and how the current implemented policy leads to misinterpretation of the outward behavioral displays of trauma as other behavioral issues. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Federal and state policies, school districts, teacher and principal practices, teacher and school administrator preparation programs must incorporate knowledge about trauma pervasiveness and the consequences of trauma on foster youth attitude and behavior in the classroom. CONCLUSION The framework guides change efforts toward improving school climate and culture through preparing school professionals to meet the diverse needs of foster youth and tackling those policies and behaviors that exclude foster youth from schooling.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.13281