Educators for Foster Kids
Internalizing (emotional) Development
Trauma exposure is a significant concern for children within the foster care system which takes a toll on their mental health. The trauma endured, especially from a young age can have a lasting effect on a child's internal development. Research indicates that 50% to 80% of foster children meet the criteria for a mental health disorder, with 23% diagnosed with more than one disorder (Hambrick et al., 2016). While various mental health interventions such as Attachment and Biobehavioral Catchup (ABC), Child Parent Psychotherapy (CPP), Parent-Child Interaction Therapy (PCIT), and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) have found to yield positive results (Hambrick et al., 2016), these are often not applicable within school settings. Instead, trauma-informed interventions tailored to educational environments should be utilized to help meet the needs of students with internalizing developmental difficulties.
Externalizing (Behavioral) Development
Trauma not only plays a role in influencing internalizing development, but also in external behaviors exhibited by foster children in a school setting. Research indicates that approximately 70% of former foster children have experienced five or more ACEs, which contribute to there trauma exposure (Hambrick et al., 2016). These externalizing behaviors may stem from their current mental health state or a heightened "stress response system within the body" leading to acting out or overreacting to situations (Reid et al., 2018). A study on cortisol levels in foster children found that foster parents of children with atypical cortisol patterns reported higher distances of total externalizing problems (Linares et al., 2008). Health issues such as unbalanced cortisol levels can increase the likelihood of additional mental health challenges, often manifesting as behaviors that the education system labels as difficult. If these behaviors are not addressed correctly as a trauma response, the chance of reducing or diminishing them decreases, while the potential for escalation increases.
Academic Achievement
Due to various factors including emotional and behavioral difficulties and previous traumatic experiences, children in foster care often struggle with academic achievement. This can adversely affect cognitive development in areas such as attention, language, memory, and executive functioning (Hambrick et al. 2016). Furthermore, unmet basic needs, instability, and emotional distress can hinder a students ability to engage in classroom activities and complete schoolwork (Goulet et al., 2023). As a result, children in foster care often lag behind their peers academically. As of 2023, only 64% of youth in foster care had completed high school, compared to 87% of their peers in the general population (Goutlet et al., 2023). Fortunately, research aimed at supporting this specific population of students is growing, providing hope for improved educational outcomes.