When supported by strong practices and policies, positive school experiences can counteract the negative effects of abuse, neglect, and abandonment experienced by children and youth in foster care. Education provides opportunities for improved well-being in physical, intellectual, and social domains during critical developmental periods and supports economic success in adult life. A concerted effort in supporting our youth could lead to significant progress in changing the educational outcomes for children in foster care.
A child welfare professional must work with the caregiver, child’s parent or guardian, guardian ad litem, child’s attorney, educational surrogate (if appointed), child care and educational staff, including teachers and guidance counselors to ensure school stability for the child at the time of out-of-home placement and at the time of any placement change.
To ensure the children are having their educational needs met, Child Welfare Professionals must address multiple assessments/activities and document in the case file:
Maintaining a child’s school stability is a priority, unless remaining in the school or program is not in the best interest of the child. This includes childcare and early education programs. The following education factors must be addressed and documented in the Florida Safe Families Network (FSFN):
Best Interest Factors:
1 | The child’s desire to remain in the school of origin. |
2 | The preference of the child’s parents or legal guardian. |
3 | Whether the child has a sibling(s), close friends, and/or a mentor at the school of origin. |
4 | The child’s cultural and community connections in the school of origin. |
5 | Whether the child is suspected of having a disability under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act, or has begun receiving interventions under Florida’s multi-tiered system of supports. |
6 | Whether the child has an evaluation pending for special education and related services under IDEA or Section 504. |
7 | Whether the child is a student with a disability under the IDEA who is receiving special education and related services or a student with a disability under Section 504 who is receiving accommodations and services and, if so, the availability of those required services in a school other than the school of origin. |
8 | Whether the child is an English Language Learner (ELL) student and is receiving language services, and, if so, the availability of those required services in a school other than the school of origin. |
9 | The impact a change would have on academic credits and progress towards promotion. |
10 | The availability of extracurricular activities important to the child. |
