Yet, the effects of foster care as an intervention are heterogeneous. Families, schools, and foster care systems should prioritize youths’ connections with relatives and school staff to support their educational experiences.Ĭhildren in foster care face heightened risk of adverse psychosocial and economic outcomes compared with children in the general population. Relationships with caring non-parental adults are important for youth involved in foster care and support school attendance and behavior. 01) and between non-parental adult relative caring and exclusionary discipline (p <. In multivariate logistic regression analyses (controlling for sex, race and ethnicity, and grade), only associations between non-parental adult relative caring and absences (p =. Relationships with other adults in the community were not significantly associated with absences or discipline. Chi-square tests also revealed that high perceptions of caring in relationships with teachers and school staff were associated with fewer absences. Significant, protective bivariate associations were noted between students’ perceptions of how much non-parental adult relatives in their lives care about them and their instances of school absences and exclusionary discipline (p <. Descriptive statistics, chi-square tests, and multivariate logistic regression models were used to evaluate whether perceptions of caring in relationships with non-parental adult relatives, teachers/school staff, and adults in the community were associated with students’ absences and instances of being sent out of class for disciplinary reasons in the last 30 days. We analyzed cross-sectional data from foster-involved youth (5th, 8th, 9th, & 11th graders, N = 4,629) who responded to the 2019 Minnesota Student Survey. However, little is known about the impacts of caring adults for youth who have experienced disruptions in caregiving due to involvement in the foster care system, especially with regard to their school outcomes. Relationships with caring adults are protective for adolescents. Implications for practice highlight the importance of strengthening youths' aspirations, motivation and knowledge regarding their future goals in school settings. The discussion highlights the importance of academic support provided via youths' social networks and sheds light on the role of school belonging in increasing youths' hopefulness. Whereas the support provided by mentors had a direct effect on hope, staff support contributed indirectly via school belonging. Structural equation modelling revealed that academic support provided by mentors and school staff contributed to youths' hopeful thinking. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population.īased on resilience and hope theories (Snyder, 2000 Ungar & Theron, 2020), in the present study, we explored the contribution of academic support provided by family, school staff and mentors, as well as the contribution of family‐staff contact, to the hopefulness of 175 at‐risk youth (M = 17.67 SD = 0.63), who had indicated having a mentor, and how school belonging mediated these relations. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. The purpose of this cross‐sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9–11 years of age males = 52.9%). Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non‐foster care youth.
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