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An educational achievement gap exists for students in foster care (SFC) in K-12 education compared to the general student population (Gypen et al., 2017; O'Higgins et al., 2017). SFC have lower standardized test scores (Berger et al., 2015), a higher likelihood of repeating a grade (Ryan et al., 2018), and a lower rate of graduating from high school (Clemens, 2014) than those who are not in foster care. Various factors are related to these educational outcomes, including the child maltreatment and/or neglect associated with their entry into foster care (Hong et al., 2018). SFC also have high rates of changing placements and schools (O'Higgins et al., 2017; Pears et al., 2015), which has been associated with losing credits, increased absenteeism, and delayed progress toward graduation (Clemens et al., 2016; Zorc et al., 2013). Additionally, SFC have disproportionately high rates of being diagnosed with a disability (Hill, 2012). Special educational needs have been associated with lower test scores and rates of high school graduation for SFC (O'Higgins et al., 2017). SFC also have higher rates of school suspension, expulsion, and placement in disciplinary schools or programs than the general population (Legal Center for Foster Care & Education, 2014).
SFC are involved in multiple systems and engage with various professionals who are responsible for their permanency, safety, and well-being. One of these aspects of well-being is educational wellbeing, which may relate to academic achievement, school stability, and the receipt of services and supports. Child welfare professionals, school professionals, and caregivers often hold the greatest responsibility for promoting the educational well-being of SFC. Child welfare professionals work for a public, private, or Tribal child welfare agency or a service provider agency that is contracted to provide child welfare services. School professionals work for a school or school district (public, private, or charter)...