Profiles in Mentoring: Joseph B. Ryan on the Educational Needs of Foster Children

Dr. Joseph B. Ryan, Ph.D. is the Sue Stanzione Distinguished Professor of Special Education at Clemson University.  He is the founder and Executive Director of Clemson LIFE (Learning is for Everyone), a nationally recognized post-secondary education program for young adults with intellectual disabilities. Dr. Ryan’s research and professional activities focus on behavioral interventions and enhancing post-school outcomes for individuals with disabilities. Dr. Ryan is the author of over 100 peer-reviewed publications, including a recent book entitled The Special Educator’s Guide to Behavior Management – 1st Edition – (routledge.com). 

We recently had the honor of speaking with him about his recent paper exploring the educational needs of foster youth, which was featured in the chronicle!

Chronicle (C): Your paper sheds light on the systemic barriers that foster children face in accessing quality education. What initially drew you to this issue, and how has your perspective evolved over the course of your work in this field?

Joseph Ryan (JR): I began my teaching career as a special educator serving students with emotional and behavioral disorders (EBD). During my years in the k – 12 classroom settings I encountered a number of children with EBD who were placed in either short or long-term foster care. I have also volunteered for a number of years as a Guardian ad Litem for children in foster care who have been removed from their homes due to abuse or neglect. The combination of these experiences has shown me that many of these children often fall through the cracks of the k-12 educational system, and are not provided with either the educational or emotional supports they desperately need to help them be successful in school.

C: One of the key findings in your paper highlights the impact of school instability on academic performance and long-term outcomes. Based on your analysis, what are the most urgent policy changes or interventions schools should implement to better support students in foster care?

JR: Foster care services often vary depending upon the state and county a child lives in, so it is difficult to state a specific policy to address these diverse needs. As we discussed in the article practically all (95%) of students in foster care experience an unscheduled change in schools over the course of a single year, which is often midyear. Adolescents in foster care changed public schools an average of 3.5 times while enrolled in high school. Unfortunately, many educators are unaware of the challenges and trauma many of these children face. Hence, providing training to educators and administrators is critical to make them aware of these challenges and how they can help these students be more successful in school and in life afterward as they transition into the community with few natural supports that their peers have access to. This was the purpose of the article and specifically Table 2 which provides recommendations for school staff based on their role (e.g., administrator, special educator, counselor).

C:  Given the challenges students in foster care face, what characteristics do you believe are most essential in a successful mentoring program, and how can schools and communities better facilitate these relationships?

JR: Being placed in foster care can be embarrassing and stigmatizing for many children. Transitioning between schools can also be an extremely challenging experience for any student regardless of age, disability or socioeconomic status. Providing a peer mentoring system for students in foster care can provide them with numerous benefits and supports. For instance, mentors can serve as a role model and help them establish a sense of belonging in their new environment, making it easier for the students to make friends, catch up academically, and provide a sense of stability within their new school environment.