Educational Interventions for Children and Adolescents in Child Welfare are defined broadly by the CEBC since supporting the educational success of these children requires different approaches based on the age of the child. Relevant programs are those that have direct potential to impact success from the early childhood years, such as programs that highlight school readiness and development, as well as those that address any social, emotional, or learning barriers to achievement during the K-12 years. Relevant programs also include supports for older foster youth to help them transition to post-secondary training, such as college or vocational programs, as well as to encourage retention and completion in such post-secondary training programs.
Downloadable Topic Area Summary
Educational Interventions for Children and Adolescents in Child Welfare are defined broadly by the CEBC since supporting the educational success of these children requires different approaches based on the age of the child. Relevant programs are those that have direct potential to impact success from the early childhood years, such as programs that highlight school readiness and development, as well as those that address any social, emotional, or learning barriers to achievement during the K-12 years. Relevant programs also include supports for older foster youth to help them transition to post-secondary training, such as college or vocational programs, as well as to encourage retention and completion in such post-secondary training programs.
Downloadable Topic Area Summary
Youth and young adults in foster care, including youth with disabilities and/or mental health conditions, who are: 1) in their final year of high school or GED completion, 2) not opposed to the idea of participating in postsecondary education, and 3) permitted to go into the community with their Better Futures coach
Foster children and other children at high risk for school difficulties who are entering kindergarten
Boys and girls, 12-17 years old, with severe delinquency and/or severe emotional and behavioral disorders who were in need of out-of-home placement and could not be adequately served in lower levels of care, and their caregivers
Former foster youth, orphans, and wards of the state who desire to pursue higher education
Foster youth, K-12 grades
Current or former foster youth interested in, or already attending, a community college
Emancipated foster youth from the State of California motivated to obtain a college education from ages 17 to 23
Foster Youth attending middle school or high school, 12-17 years old for dependents of Juvenile Court and 18-19 years old for non-minor dependents of Juvenile Court
Youth aging out of foster care; foster and former foster youth in college 18-25 years old
Foster youth living in out of home care, Pre-K through 12th grades
Youth and young adults in foster care, including youth with disabilities and/or mental health conditions, who are: 1) in their final year of high school or GED completion, 2) not opposed to the idea of participating in postsecondary education, and 3) permitted to go into the community with their Better Futures coach
Foster children and other children at high risk for school difficulties who are entering kindergarten
Boys and girls, 12-17 years old, with severe delinquency and/or severe emotional and behavioral disorders who were in need of out-of-home placement and could not be adequately served in lower levels of care, and their caregivers
Former foster youth, orphans, and wards of the state who desire to pursue higher education
Foster youth, K-12 grades
Current or former foster youth interested in, or already attending, a community college
Emancipated foster youth from the State of California motivated to obtain a college education from ages 17 to 23
Foster Youth attending middle school or high school, 12-17 years old for dependents of Juvenile Court and 18-19 years old for non-minor dependents of Juvenile Court
Youth aging out of foster care; foster and former foster youth in college 18-25 years old
Foster youth living in out of home care, Pre-K through 12th grades
The Educational Interventions for Children and Adolescents in Child Welfare topic area is relevant to child welfare since access and support for education for children is perhaps the most important cornerstone to becoming a contributing citizen of our society, and this is no different for children and youth who are in the foster care system. In fact, it is even more pressing and should be given priority for those caring for and working on behalf of children in the foster care system because of the many challenges these youth face. Therefore, identifying interventions that focus on improved educational outcomes for foster youth is critical. These interventions will give them the support, skills, and abilities they will need to go on to be productive members of our society. It is hoped that the level of evidence for these interventions will continue to be studied so that interventions with research evidence can be identified and implemented.
Chris Mathias, Director
California Social Work Education Center (Cal-SWEC)
University of California, Berkeley
School of Social Welfare
Berkeley, CA
The Educational Interventions for Children and Adolescents in Child Welfare topic area is relevant to child welfare since access and support for education for children is perhaps the most important cornerstone to becoming a contributing citizen of our society, and this is no different for children and youth who are in the foster care system. In fact, it is even more pressing and should be given priority for those caring for and working on behalf of children in the foster care system because of the many challenges these youth face. Therefore, identifying interventions that focus on improved educational outcomes for foster youth is critical. These interventions will give them the support, skills, and abilities they will need to go on to be productive members of our society. It is hoped that the level of evidence for these interventions will continue to be studied so that interventions with research evidence can be identified and implemented.
Chris Mathias, Director
California Social Work Education Center (Cal-SWEC)
University of California, Berkeley
School of Social Welfare
Berkeley, CA
The Educational Interventions for Children and Adolescents in Child Welfare topic area was added in 2011. Melissa Jonson-Reid, PhD was the topic expert and was involved in identifying and rating any of the programs with an original load date in 2011 (as found on the bottom of the program's page on the CEBC) or others loaded earlier and added to this topic area when it launched. The topic area has grown over the years and any programs added since 2011 were identified by CEBC staff, the Scientific Panel, and/or the Advisory Committee. For these programs, Dr. Jonson-Reid was not involved in identifying or rating them.
The Educational Interventions for Children and Adolescents in Child Welfare topic area was added in 2011. Melissa Jonson-Reid, PhD was the topic expert and was involved in identifying and rating any of the programs with an original load date in 2011 (as found on the bottom of the program's page on the CEBC) or others loaded earlier and added to this topic area when it launched. The topic area has grown over the years and any programs added since 2011 were identified by CEBC staff, the Scientific Panel, and/or the Advisory Committee. For these programs, Dr. Jonson-Reid was not involved in identifying or rating them.
