·  Know and follow school policy related to children in foster care.  If your school does not have an official policy related to foster children, work with administration to develop one.

·  Provide trauma informed care for children in foster care.  Educate all staff in trauma informed best practices, including strategies for working compassionately with these vulnerable students.

·  Communicate frequently and timely with all stakeholders, including foster parents, birth parents (if indicated), and social agencies including Court-Appointed Special Advocates (CASA) who volunteers are trained to work with children in foster care.

·  Make children in foster care of their bill of rights and encourage them to use their voice to advocate for themselves.

·  Ensure children in foster care are aware of their post-high school college and career options.  Provide information on various programs that can help them be successful, including information on financial aid and scholarships.

 

Source:           Statutory

 

Citation:         Mansfield Independent School District, 2019

 

 

Source:           Statutory

 

Citation:         Uninterrupted Scholars Act. Pub. L. 112-278. 20 U.S.C. 1232g(b)

 

 

Source:           Statutory

 

Citation:         Every Student Succeeds Act. Pub. L. 114-95. 129 Stat. 1802. 10 December 2015.

 

Full Text:       https://congress.gov/114/plaws/publ95/PLAW-114publ95.pdf 

 

 

Source:           Statutory

 

Citation:         Tex. Educ. Code § 25.007

 

Full Text:       https://statutes.capitol.texas.gov/Docs/ED/htm/ED.25.htm 

 

Source:           Statutory

 

Citation:         Fostering Connections to Success and Increasing Adoptions Act. Pub. L. 110-351. 122 Stat. 3949. 7 October 2008.

 

Full Text:       https://www.congress.gov/bill/110th-congress/house-bill/6893/text

·  The Uninterrupted Scholars Act (USA) amended the Family Education Rights and Privacy Act (FERPA) in January 2013.

·  The amendment allows for the faster transfer of school records of foster children to help facilitate continuity in education when foster children change schools.

·  USA allows records to be transferred without parental consent.

·  USA also impacted confidentiality under the Individuals with Disabilities Education Act (IDEA).  Child welfare agencies may now access specific information regarding students for purposes of early intervention or school services.

·  In a 2013 survey, only 8% of school counselors had been notified by administration of the change to FERPA.

Best practices dictate that school counselors should stay abreast of laws by joining professional associations and subscribing to professional readings. 

  
Citation:  Stone, C. (2018). Students in need and the courts. Counselor News. Retrieved from https://www.schoolcounselor.org/newsletters/april-2018/students-in-need-and-the-courts?st=NJ

Full Text:  https://www.schoolcounselor.org/newsletters/april-2018/students-in-need-and-the-courts?st=NJ

·  Children in foster care often have difficulties with reasoning, decision-making, and problem solving, as well as difficulty controlling impulsive and emotional responses.

·  Children who have experienced trauma live in a “constant state of alert, and they can be easily triggered” (Kruger, 2018, para. 1).  It is imperative to remember that these children don’t feel safe due to instability and they are focused on trying to survive.

·  Foster children who move multiple times often begin to disassociate themselves from others.  Alternatively, they may push boundaries or attempt to push you away.  It is not personal; they are afraid of forging bonds that they may lose.  We must work hard to earn their trust.

·  Children in foster care have the “worst educational outcomes of all subgroups” (Kruger, 2018, para. 6).  Counselors should be prepared to address the needs of foster children and to work collaboratively with other schools, foster parents, and the child welfare system.

·  Foster children lose, on average, four to six months of progress in school every time they move to a new school.  Although a large percentage receive special education services, most do not have a learning disability.  They have large learning gaps.

·  The graduation rate for foster children is approximately 50%.  Additionally, only 10% attend college, and 3% graduate from college.  High school counselors must ensure foster children have access to career and college development curriculum.

·  Several laws have been enacted recently regarding the education of children in foster care.  Counselors and educators need to be familiar with and abide by these laws.

Citation:  Kruger, A. (2018). Foster Success. Professional School Counseling Journal. Retrieved from https://www.schoolcounselor.org/magazine/blogs/january-february-2018/foster-success

Full Text:   https://www.schoolcounselor.org/magazine/blogs/january-february-2018/foster-success

·  serve as the liaison between the school, foster families and child welfare agencies;

·  help ensure a stable school environment;    

·  work with other schools when a foster student transfers; and

·  familiarize him- or herself with the special circumstances foster children face and be aware of the resources available to help foster children, especially with regard to postsecondary opportunities.
 

Citation:   American School Counselor Association. (2018). The school counselor and supporting students in foster care.  Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_FosterCare.pdf 

 

2) The number of children in the foster care system is increasing at an alarming rate.  The increase can be attributed to the increased number of drug abusers due to the heroin epidemic.  At the same time, access to drug treatment facilities and post-treatment support is declining and families are finding it difficult to get help. School counselors need to be aware of the reasons behind the increase of children in the foster care system and be prepared to work with families and provide resources so that they can help the help they need.