Educational Outcomes and Obstacles for Children and Youth in Foster Care in Hawai‘i

Abstract

Current research shows that students in foster care face numerous obstacles to educational success. Some educationally resilient students nonetheless exceed expectations in terms of academic achievement. This study examined the educational experiences of students in foster care in Hawaiʻi and the role played by key adult supporters and advocates. The study also explored the themes that emerge from the participants narratives of educational success and resilience. This qualitative case study was based on interviews with eight educationally resilient young adults between the ages of 18 and 25, who attended elementary, middle or high school while in foster care. The semi-structured, narrative interviews invited participants to tell their stories and ascribe meaning to events according to their own perspectives. In keeping with the qualitative design of the study, patterns and themes were allowed to emerge organically from the data. Findings suggest that even educationally resilient students in foster care experienced academic and behavioral fluctuations at school and that periods of difficulty at school tended to correlate with disruptions the students faced in relation to their foster care status. School placement changes had a negative impact, both academically and socio-emotionally, on the participants. Conversely, maintaining a preferred school placement was a key element in the educational success narratives of several of the participants. While supportive adults played an important role in the educational success of all the participants, most of the participants did not identify classroom teachers as key supporters. The findings suggest that lack of knowledge and information may have limited the capacity of teachers as advocates and supporters. The findings also show that the participants’ narratives contained certain common themes, including positivity, agency, goal setting, and resilient reintegration.