Fostering Academic Success Among Foster Youth: An Integrative Review of Trauma, Stability, and Support Systems

Brunner, T. S. (2025). Fostering success: Trauma, stability, and academic outcomes in foster youth. Journal of College Student Retention: Research, Theory & Practice, 1–23. https://doi.org/10.1177/15210251251334073

Introduction
Foster youth are among the most academically vulnerable populations in the United States, facing dropout rates three times higher than their peers and college graduation rates below 4% (National Foster Youth Institute, 2023). To address this disparity, Brunner (2025) presents a synthesis of research examining how trauma, instability, and self-efficacy interact to shape academic success. Rather than isolating mental health or educational barriers, the author offers an integrated framework that situates resilience, policy, and social support as essential elements of educational equity for foster youth.

Methods
This review draws from empirical studies across education, psychology, and social work to evaluate the impact of trauma-informed interventions, mentoring, placement stability, and support programs. The author includes both randomized controlled trials (RCTs) and quasi-experimental designs, and critiques the field’s reliance on small, regional samples and self-reported outcomes. The study highlights the need for more longitudinal and nationally representative research that tracks academic and psychological outcomes into adulthood.

Results
Evidence shows that placement instability, trauma exposure, and mental health disorders significantly undermine academic persistence. Studies reveal high rates of PTSD, anxiety, and depression among foster youth, often rooted in maltreatment and disrupted relationships. Programs like wraparound academic services, individualized mental health supports, and trauma-informed curricula improved GPA, resilience, and school engagement. Mentorship, in particular from near-peers, emerged as a critical predictor of self-efficacy and educational resilience. However, sustained gains were rare without placement stability and holistic supports.

Discussion
Brunner argues that reactive policies (e.g., financial aid post-graduation) fail to address systemic barriers to success. Instead, proactive, integrated strategies are needed—ones that embed emotional support, educational coaching, and trauma-informed care into the education pipeline from K-12 through higher education. The paper highlights the role of caregiver relationships and institutional belonging in fostering academic motivation, as well as building self-efficacy and resilience. Importantly, Brunner calls for culturally responsive practices and intersectional research that includes LGBTQ+, disabled, and racially marginalized youth.

Implications for Mentoring Programs
Mentorship programs play a pivotal role in bridging gaps foster youth face in stability, connection, and self-worth. The paper’s findings suggest that mentors who understand trauma and offer consistent, affirming support can help youth reframe academic failure and develop resilience. Programs should prioritize relational continuity, emotional regulation, and identity-affirming practices, especially those tailored to youth with complex trauma histories. Structured, near-peer models and mentor training in trauma-informed communication can significantly strengthen outcomes for this population.

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