Frequent changes in foster care placements can disrupt where children live, and the schools they attend, contributing to poorer educational outcomes than their peers, research shows.
Several federal policies have been put in place with the aim of keeping kids in their school of origin, “However, there is little guidance for how to engage in this collaborative work and to implement these policies in practice,” said Kalah Villagrana, an assistant professor at Michigan State University’s School of Social Work.
In her new study, Villagrana identifies six barriers that make it hard for schools, child welfare agencies and professional caregivers to work together to support the K–12 education for children and youth in foster care.
Drawing on interviews and focus groups with 22 professionals in a large urban county, the study highlights persistent challenges to collaboration:
Slow or missing communication
Limited time and clashing schedules
Confusion about systems and roles
Competing agency priorities
Power dynamics and mistrust
Bias toward other professionals
“Collaborative decision-making among these professionals is essential for gaining a holistic perspective on the strengths and needs of students in foster care,” she said. “Identifying barriers to collaboration helps agencies address the challenges that hinder effective engagement, ultimately ensuring students receive the support they need.”
The findings point to practical fixes: clear roles, better meeting logistics, shared goals, and training that address bias and power.
“This study offers recommendations for how child welfare and educational agencies can better support professionals, including providing clearer guidance on structuring federally required decision-making meetings and offering cross-training about educational protections for students in foster care,” she said.
