Educational Needs of Foster Youth: New study examined existing disparities and the usefulness of mentoring

Ryan, J. B., Hurley, Z., & Randall, K. N. (2025). Addressing the educational needs of foster children. Beyond Behavior, 1(1), 1-11.

Introduction

Children in the foster system frequently encounter disrupted schooling, inconsistent educational support, and barriers to academic success due to their transient living conditions. Ryan and colleagues (2025) examine these challenges, emphasizing the intersection of foster care placement, special education needs, and behavioral difficulties. Authors offer a comprehensive overview of the educational barriers these students face and propose actionable recommendations to improve academic outcomes and long-term success.

Methods

Authors review national educational data and policies, as well as qualitative accounts from foster children and educators. The authors analyze federal reports and empirical research to establish patterns in foster children’s educational trajectories. The study further integrates qualitative narratives of children in foster care and examines key stakeholders influencing foster youth education, including social workers, school administrators, teachers, and court-appointed advocates.

Results

The findings indicated that foster youth are significantly more likely to experience grade retention, disciplinary actions, and special education placement. Specifically, between 33% and 50% of foster children require special education services, a rate nearly four times higher than the general student population. Furthermore, less than half of foster youth graduate from high school, and only 11% attain a bachelor’s degree—a striking disparity compared to their non-foster peers.

Additionally authors found that approximately 95% of foster students experience at least one unplanned school change within a single academic year and nearly half of foster youth are chronically absent. Each of these findings are association with significant disruptions in learning. Long-term, authors note that foster youth face increased risks of unemployment, homelessness, and involvement in the criminal justice system upon aging out of care.

Discussion

Findings on educational disruption experienced by foster youth highlights the critical role of trauma-informed education. Many foster youth have experienced significant adversity, including neglect, abuse, and household instability, all of which contribute to emotional and behavioral challenges evident in educational spaces. However educators often lack the training necessary to recognize and respond to the unique needs of these students. By integrating trauma-informed practices into school environments, educators can better support foster youth in developing resilience and academic engagement.

There is an urgent need for systemic reforms to address the educational instability faced by foster youth. The authors argue that the current framework for supporting foster students is inadequate, with inconsistent implementation of federal mandates such as the Every Student Succeeds Act (ESSA) and the McKinney-Vento Act. While these policies are designed to ensure school stability and timely transfer of records, their enforcement remains inconsistent across states and districts.

Implications for Mentoring Programs

Mentorship emerges as a promising intervention to mitigate the educational disparities faced by foster children. Formalized mentorship programs, particularly those involving school-based or near-peer mentors, can provide stability and guidance for foster youth, enhancing academic outcomes, self-efficacy, and a sense of belonging in school environments.

Given the high turnover rates of social workers and foster placements, mentorship can serve as a consistent source of support in a foster youth’s life. Schools should invest in formal mentoring initiatives that connect foster students with dedicated mentors who can assist with academic planning, emotional support, and college or career readiness. Educators should receive professional development on trauma informed teaching practices, and be integrated into school-based mentoring programs. Indeed, educators are well suited to noticing classroom challenges that may arise, and can then accordingly refer students to the school-based mentoring program, creating a consistent referral pathway.

This study underscores the need for a multi-tiered approach to improving educational outcomes for foster youth. By strengthening policy enforcement, promoting trauma-informed education, and expanding mentorship initiatives, schools can create an inclusive and supportive environment that fosters long-term success for children in the foster care system.

Read full article here