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Educational Interventions for Children and Adolescents in Child Welfare

Scientific Ratings in this Topic
  • 1 Well-Supported by Research Evidence
  • 2 Supported by Research Evidence
  • 3 Promising Research Evidence
  • 4 Evidence Fails to Demonstrate Effect
  • 5 Concerning Practice
  • NR Not able to be Rated

Topic Areas

Topic Areas

Definition

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.

  • Target population: Children and adolescents in child welfare
  • Services/types that fit: A variety of different services including programs that work with child welfare workers, birth families, foster care families, educators, school staff and/or directly with children and adolescents
  • Delivered by: Educators, school staff, child welfare workers, mental health professionals, or trained paraprofessionals
  • In order to be included: Program must specifically target educational outcomes for children and/or adolescents involved in child welfare
  • In order to be rated: There must be research evidence (as specified by the Scientific Rating Scale) that examines outcomes related to educational success, such as school readiness, engagement, attendance, retention, and graduation rates

Downloadable Topic Area Summary

Definition

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.

  • Target population: Children and adolescents in child welfare
  • Services/types that fit: A variety of different services including programs that work with child welfare workers, birth families, foster care families, educators, school staff and/or directly with children and adolescents
  • Delivered by: Educators, school staff, child welfare workers, mental health professionals, or trained paraprofessionals
  • In order to be included: Program must specifically target educational outcomes for children and/or adolescents involved in child welfare
  • In order to be rated: There must be research evidence (as specified by the Scientific Rating Scale) that examines outcomes related to educational success, such as school readiness, engagement, attendance, retention, and graduation rates

Downloadable Topic Area Summary

Why was this topic chosen by the Advisory Committee?

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

Why was this topic chosen by the Advisory Committee?

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

Topic Expert

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.

Topic Expert

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.

Programs

Better Futures

The purpose of Better Futures is to support young people in exploring their postsecondary interests and opportunities, and in preparing them to participate in postsecondary education, including college and vocational training programs. Grounded in self-determination promotion, and developed as a postsecondary-focused adaptation of the My Life program, Better Futures engages youth in a four-day postsecondary immersion experience along with the following supports that are provided for 9 months after that experience:

  • Youth-directed relationship support from a coach who is currently in postsecondary education and who has personal life experience in foster care
  • Coaching in applying achievement, partnership, and self-regulation skills to identify and reach postsecondary and related youth-chosen goals (e.g., dream, set goals, problem-solve, schmooze to reach out to allies, negotiate, appreciate accomplishments, hang tough against stress)
  • Support for experiential activities aimed at career and postsecondary exploration and preparation, along with related goal achievement
  • Workshops that bring together participants, coaches, and successful near peers (i.e., peers currently in postsecondary education and who have lived experience in foster care) for learning, peer support, and networking

Each youth identifies and works towards self-identified postsecondary and related goals. The youth is supported to carry out a series of postsecondary exploration and preparation activities (e.g., review high school transcript, interview/shadow someone in a career or with a degree of interest, visit a college or vocational program, complete the Free Application for Federal Student Aid [FAFSA], explore housing options) and to develop at least one individual plan for future support with a trusted adult ally.

Scientific Rating 2

Kids in Transition to School

Kids in Transition to School (KITS) is a short-term, intensive intervention designed to enhance psychosocial and academic school readiness in children at high risk for school difficulties. KITS features a two-pronged approach: (a) a 24-session therapeutic playgroup focused on promoting social-emotional skills and early literacy in children about to be kindergarten students, and (b) an 8-session parent workshop focused on promoting parent involvement in early literacy and the use of positive parenting practices. The KITS curriculum is delivered during the summer before and the early fall of kindergarten.

Scientific Rating 2

Treatment Foster Care Oregon – Adolescents

TFCO-A (previously referred to as Multidimensional Treatment Foster Care - Adolescents) provides foster care treatment for children 12-17 years old with severe emotional and behavioral disorders and/or severe delinquency. TFCO-A aims to create opportunities for youths to successfully live in families rather than in group or institutional settings, and to simultaneously prepare their parents (or other long-term placement) to provide them with effective parenting. Four key elements of treatment are (1) providing youths with a consistent reinforcing environment where they are mentored and encouraged to develop academic and positive living skills, (2) providing daily structure with clear expectations and limits, with well-specified consequences delivered in a teaching-oriented manner, (3) providing close supervision of youths' whereabouts, and (4) helping youth to avoid deviant peer associations while providing them with the support and assistance needed to establish pro-social peer relationships. TFCO also has versions for preschoolers and children. Treatment Foster Care Oregon for Preschoolers (TFCO-P) is rated separately on this website. Treatment Foster Care Oregon for Children (TFCO-C) has not been tested separately, but has the same elements as TFCO-A except it includes materials more developmentally appropriate for younger children.

Scientific Rating 3

FORWARD Program

The mission of Sam Houston State University's FORWARD Program is to empower former foster youth, orphans, and wards of the state by providing the support system necessary to pursue higher education and transition smoothly through college. FORWARD serves as a resource to help the student build meaningful relationships within the university and beyond that are important to successful personal and professional achievements.

Scientific Rating NR

Foster Youth Services Coordinating Program

FYSCP through the Alameda County Office of Education provides a variety of educational support services for foster youth. Tutoring and mentoring are provided along with assistance in getting school records. Trainings are offered to foster care providers, child welfare workers, probation officers, school personnel, and community members. FYSCP also participates in "team decision meetings" which are daily placement related meetings scheduled by the Department of Children and Family Services (DCFS). FYSCP is also responsible for serving as Alameda County's foster youth education liaison.

Scientific Rating NR

Foster Youth Success Initiative

The purpose of the FYSI is to remove barriers that youth from foster care throughout the state often encounter when attempting to access or attend an institute of higher education. The program provides a statewide Foster Youth Liaison as well as many Foster Youth Liaisons at the community college level. At the college, the Foster Youth Liaison is specifically designated to guide current or former foster youth students, or prospective students, through processes such as financial aid, academic counseling, access to public benefits, and more. Overall, the FYSI aims to improve higher educational outcomes for foster youth students across the state such as:

  • Term-to-term retention rates
  • Academic performance
  • Completion of certificate and degree programs
  • Transfer rates to 4-year universities

Scientific Rating NR

Guardian Scholars Program

The Guardian Scholars Program at Cal State Fullerton aims to increase the percentage of college graduates from youth who were raised in the foster care system in Orange County, California, which is typically less than 3 percent. The Guardian Scholars Program was specifically designed to shape emancipated foster youth into capable, responsible citizens who contribute to society rather than become dependent on the social service system.

Scientific Rating NR

San Pasqual Academy

San Pasqual Academy is a residential education campus designed specifically for foster teens, providing a stable, caring home, a quality, individualized education, and the skills needed for independent living. This program is a unique public-private partnership addressing four components of the campus: residential, education, work readiness, and child welfare services.

Scientific Rating NR

Seita Scholars Program

The Seita Scholars Program is a campus-based support program for undergraduate students who experienced foster care and are attending Western Michigan University. Students receive support from coaches to successfully navigate seven life domains:

  • Academics
  • Finances and employment
  • Housing
  • Physical and mental health care
  • Social relationships and community connections
  • Cultural and personal identity
  • Life skills

Students have access to 24-hour on-call support and emergency financial resources. The program includes a scholarship at the university and students are required to live on campus.

Scientific Rating NR

The Treehouse Educational Advocacy Program

The Treehouse Educational Advocacy Program provides educational advocates who work with schools, social workers, relatives, foster families and foster youth to resolve difficult issues and remove barriers to foster youths' school success. Advocates are co-located in child welfare offices around the state, which enables them to work directly with public child welfare social workers to include education in the daily case-planning of foster children. Educational Advocates:

  • Help students access education-related support services, including special education.
  • Prevent school changes when students' home placements change.
  • Pave the way for seamless transitions when school changes are unavoidable.
  • Minimize the effects of disciplinary actions that keep students out of school.
  • Assist high school youth in making up credits when necessary and identifying alternative high school programs to stay engaged and on track to graduate.
  • Train caregivers, social workers and students themselves to advocate for students' educational rights.

Scientific Rating NR

Programs

Better Futures

The purpose of Better Futures is to support young people in exploring their postsecondary interests and opportunities, and in preparing them to participate in postsecondary education, including college and vocational training programs. Grounded in self-determination promotion, and developed as a postsecondary-focused adaptation of the My Life program, Better Futures engages youth in a four-day postsecondary immersion experience along with the following supports that are provided for 9 months after that experience:

  • Youth-directed relationship support from a coach who is currently in postsecondary education and who has personal life experience in foster care
  • Coaching in applying achievement, partnership, and self-regulation skills to identify and reach postsecondary and related youth-chosen goals (e.g., dream, set goals, problem-solve, schmooze to reach out to allies, negotiate, appreciate accomplishments, hang tough against stress)
  • Support for experiential activities aimed at career and postsecondary exploration and preparation, along with related goal achievement
  • Workshops that bring together participants, coaches, and successful near peers (i.e., peers currently in postsecondary education and who have lived experience in foster care) for learning, peer support, and networking

Each youth identifies and works towards self-identified postsecondary and related goals. The youth is supported to carry out a series of postsecondary exploration and preparation activities (e.g., review high school transcript, interview/shadow someone in a career or with a degree of interest, visit a college or vocational program, complete the Free Application for Federal Student Aid [FAFSA], explore housing options) and to develop at least one individual plan for future support with a trusted adult ally.

Scientific Rating 2

Kids in Transition to School

Kids in Transition to School (KITS) is a short-term, intensive intervention designed to enhance psychosocial and academic school readiness in children at high risk for school difficulties. KITS features a two-pronged approach: (a) a 24-session therapeutic playgroup focused on promoting social-emotional skills and early literacy in children about to be kindergarten students, and (b) an 8-session parent workshop focused on promoting parent involvement in early literacy and the use of positive parenting practices. The KITS curriculum is delivered during the summer before and the early fall of kindergarten.

Scientific Rating 2

Treatment Foster Care Oregon – Adolescents

TFCO-A (previously referred to as Multidimensional Treatment Foster Care - Adolescents) provides foster care treatment for children 12-17 years old with severe emotional and behavioral disorders and/or severe delinquency. TFCO-A aims to create opportunities for youths to successfully live in families rather than in group or institutional settings, and to simultaneously prepare their parents (or other long-term placement) to provide them with effective parenting. Four key elements of treatment are (1) providing youths with a consistent reinforcing environment where they are mentored and encouraged to develop academic and positive living skills, (2) providing daily structure with clear expectations and limits, with well-specified consequences delivered in a teaching-oriented manner, (3) providing close supervision of youths' whereabouts, and (4) helping youth to avoid deviant peer associations while providing them with the support and assistance needed to establish pro-social peer relationships. TFCO also has versions for preschoolers and children. Treatment Foster Care Oregon for Preschoolers (TFCO-P) is rated separately on this website. Treatment Foster Care Oregon for Children (TFCO-C) has not been tested separately, but has the same elements as TFCO-A except it includes materials more developmentally appropriate for younger children.

Scientific Rating 3

FORWARD Program

The mission of Sam Houston State University's FORWARD Program is to empower former foster youth, orphans, and wards of the state by providing the support system necessary to pursue higher education and transition smoothly through college. FORWARD serves as a resource to help the student build meaningful relationships within the university and beyond that are important to successful personal and professional achievements.

Scientific Rating NR

Foster Youth Services Coordinating Program

FYSCP through the Alameda County Office of Education provides a variety of educational support services for foster youth. Tutoring and mentoring are provided along with assistance in getting school records. Trainings are offered to foster care providers, child welfare workers, probation officers, school personnel, and community members. FYSCP also participates in "team decision meetings" which are daily placement related meetings scheduled by the Department of Children and Family Services (DCFS). FYSCP is also responsible for serving as Alameda County's foster youth education liaison.

Scientific Rating NR

Foster Youth Success Initiative

The purpose of the FYSI is to remove barriers that youth from foster care throughout the state often encounter when attempting to access or attend an institute of higher education. The program provides a statewide Foster Youth Liaison as well as many Foster Youth Liaisons at the community college level. At the college, the Foster Youth Liaison is specifically designated to guide current or former foster youth students, or prospective students, through processes such as financial aid, academic counseling, access to public benefits, and more. Overall, the FYSI aims to improve higher educational outcomes for foster youth students across the state such as:

  • Term-to-term retention rates
  • Academic performance
  • Completion of certificate and degree programs
  • Transfer rates to 4-year universities

Scientific Rating NR

Guardian Scholars Program

The Guardian Scholars Program at Cal State Fullerton aims to increase the percentage of college graduates from youth who were raised in the foster care system in Orange County, California, which is typically less than 3 percent. The Guardian Scholars Program was specifically designed to shape emancipated foster youth into capable, responsible citizens who contribute to society rather than become dependent on the social service system.

Scientific Rating NR

San Pasqual Academy

San Pasqual Academy is a residential education campus designed specifically for foster teens, providing a stable, caring home, a quality, individualized education, and the skills needed for independent living. This program is a unique public-private partnership addressing four components of the campus: residential, education, work readiness, and child welfare services.

Scientific Rating NR

Seita Scholars Program

The Seita Scholars Program is a campus-based support program for undergraduate students who experienced foster care and are attending Western Michigan University. Students receive support from coaches to successfully navigate seven life domains:

  • Academics
  • Finances and employment
  • Housing
  • Physical and mental health care
  • Social relationships and community connections
  • Cultural and personal identity
  • Life skills

Students have access to 24-hour on-call support and emergency financial resources. The program includes a scholarship at the university and students are required to live on campus.

Scientific Rating NR

The Treehouse Educational Advocacy Program

The Treehouse Educational Advocacy Program provides educational advocates who work with schools, social workers, relatives, foster families and foster youth to resolve difficult issues and remove barriers to foster youths' school success. Advocates are co-located in child welfare offices around the state, which enables them to work directly with public child welfare social workers to include education in the daily case-planning of foster children. Educational Advocates:

  • Help students access education-related support services, including special education.
  • Prevent school changes when students' home placements change.
  • Pave the way for seamless transitions when school changes are unavoidable.
  • Minimize the effects of disciplinary actions that keep students out of school.
  • Assist high school youth in making up credits when necessary and identifying alternative high school programs to stay engaged and on track to graduate.
  • Train caregivers, social workers and students themselves to advocate for students' educational rights.

Scientific Rating NR