Better outcomes for children in treatment foster care through improved stakeholder training and increased parent-school collaboration

Danita Henry Stapleton and Roy K. Chen

Children and Youth Services Review, 2020, vol. 114, issue C

Abstract: The parent-school partnership serves as the foundation for attaining educational success for foster children with therapeutic needs. The authors adopt Christenson & Sheridan’s 4 A’s contextual process to present the conditions and actions required to launch effective partnerships. The school environment can be a haven for treatment foster children to build social connections, develop academic skills, and experience measures of achievement that promote confidence and efficacy. In order to attain better student outcomes; foster parents and school agents must value their respective roles and intentionally collaborate within the guidelines of federal policy.

Keywords: Educational stability; Students in foster care; Foster care legislation; Parent-school partnerships (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:114:y:2020:i:c:s0190740919314069

DOI: 10.1016/j.childyouth.2020.105010

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