FAMILY ROOM BLOG
Academic Success for Students in Foster Care Begins with Strong Partnerships Between Child Welfare and Education Systems
July 6, 2022| Aysha E. Schomburg, Associate Commissioner | Children’s Bureau and Ruth Ryder, Deputy Assistant Secretary | Office of Elementary and Secondary Ed
The 2021-2022 school year has come to a close. As students begin their summer break, the U.S. Departments of Education (ED) and Health and Human Services (HHS) come together to highlight the significant work that American educators and child welfare professionals have done to support students in foster care; to provide information about resources available for schools to support students in foster care; and to provide information about federal collaboration and efforts in this space.
First, we want to thank the American educator —and child welfare agency workforce who support students in foster care every day. We are thankful for the tireless work of professionals—including teachers, social workers, and counselors—who strive to ensure that a student’s engagement with the child welfare system does not have an adverse impact on that student’s academic experiences and opportunities to succeed. We are especially grateful that educators and child welfare staff have collaborated so effectively in neighborhood schools, as well as at the district and state levels. Partnership and shared goals are crucial to ensuring that students in foster care have unfettered access to the supports they need. Both child welfare professionals and educators have a responsibility to encourage all students in foster care to reach their academic goals by providing access to resources that help support the social and emotional well-being of children in foster care.
The COVID-19 pandemic has been a life altering event for students, families, educators, school support staff and the child welfare workforce. More than 140,000 children’s lives were permanently changed by the loss of a mother, father, or grandparent caregiver, and children of racial and ethnic minorities accounted for 65% of those who lost a primary caregiver due to the pandemic. Even before the COVID-19 pandemic, students in foster care faced unique barriers to succeeding in school and graduating from high school. Moreover, the pandemic has had a disproportionate effect on low-income and traditionally underserved student populations, especially students in foster care and children of color. Therefore, we want to acknowledge the role that educators and child welfare professionals have long played in supporting the mental health of students of all ages and families before and during the pandemic.
Read the complete message on the Family Room Blog.
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