Topic: Educational Interventions for Children and Adolescents in Child Welfare
Definition for Educational Interventions for Children and Adolescents in Child Welfare:
Educational Interventions for Children 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 foster care
- 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
Programs in this Topic Area
The programs listed below have been reviewed by the CEBC and, if appropriate, been rated using the Scientific Rating Scale.
Two Programs with a Scientific Rating of 2 - Supported by Research Evidence:
One Program with a Scientific Rating of 3 - Promising Research Evidence:
- Treatment Foster Care Oregon - Adolescents (TFCO-A)
[Multidimensional Treatment Foster Care - Adolescents]Boys and girls, 12-18 years old, with severe delinquency and/or severe emotional and behavioral disorders who were in need ...
Eight Programs with a Scientific Rating of NR - Not able to be Rated:
- FORWARD Program – non-responderFormer foster youth, orphans, and wards of the state who desire to pursue higher education
- Foster Youth Services (FYS)Foster youth, K-12 grades
- Foster Youth Success Initiative (FYSI)Current or former foster youth interested in, or already attending, a community college
- Guardian Scholars ProgramEmancipated foster youth from the State of California motivated to obtain a college education from ages 17 to 23
- San Pasqual AcademyFoster care youth in middle school and high school
- Seita Scholars ProgramYouth aging out of foster care; foster and former foster youth in college 18-25 years old
- Toolkit for Change: A Guide for Starting an Education Advocacy Project in Your StateCommunity advocates interested in identifying and training skilled advocates for the educational needs of children and youth who are in ...
- Treehouse Educational Advocacy Program, TheThe Treehouse Educational Advocacy ProgramFoster youth living in out of home care, Pre-K through 12th grades
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
Melissa Jonson-Reid, PhD, Professor & Director
Center for Violence and Injury Prevention, George Warren Brown School of Social Work
St. Louis, MO