Fostering our Foster Families

At the end of year most people are celebrating what they are thankful for and looking forward to holiday breaks and time with their family.  meanwhile,  The Department of Human Services in Georgia is busy gathering their latest data.  This data, when I discovered it, was staggering.  At the end of 2016, there were over 13,000 children in Georgia's foster care system (Johnson, 2017).  Locally, in Coweta County, we had 103 of our precious children in state custody with only 12 foster homes available (Campbell, 2016).  This means most of our children will be placed in foster homes in other counties.  During this time period, a teacher at my school had already begun her journey as a foster care mom and a second friend felt gentle nudges towards this endeavor as well.  A dear friend from high school has been a foster mom for many years and frequently shares updates with me.  Why is foster care constantly coming into my circle when it had never been a part of my life before this time?  Could it mean I  should consider being a foster care parent?  The answer is no, I did not become a foster care parent, but have felt led to be part of an army of people that support our foster care families with food, clothing, babysitting, and encouragement.  Flash forward a year and a half later to where I have had the greatest opportunity to be on the front row to watch these amazing families foster incredible children and learn so much more about the needs of children in foster care as well as the foster care system.

Why does this matter and what does it have to do with school counselors?  The answer is quite obvious as these same children will be entering the doors of our schools or other schools if they are moved to new counties; therefore, we must find ways to help advocate for their academic and social-emotional needs.  Our children in foster care don't have the benefits of an intact family, stable home life or the advantages of living their life without trauma.  Foster children can sometimes transition from school to school and find themselves more likely to repeat a grade, be referred for special education and/or drop out of high school.  They are constantly forced into new situations with new rules, new routines and new faces (Williamson, 2013).  The trauma they have faced can range from the death of a parent, substance abuse within the family, neglect or abuse (Williamson, 2013).  As Williamson states in her article, "With so many children in foster care, the odds are that every public school educator will teach a student who is in care."

What can we do as counselors and educators?  

• Develop streamlined communication systems between schools and Department of Children and Family Services to include full academic histories (not just the report card, but the full picture of the student), health history, mental and emotional needs at the time of placement (Foulk & Esposito, 2016).  The National Center for Mental Health Promotion and Youth Violence Prevention referenced "Helping Foster Children Achieve Educational Stability and Success: A Field Guide for Information Sharing - available on their site.
• Collaborate with Department of Children Services to meet and discuss varying roles of attorneys, public defenders, CASA's, Guardian Ad Litem, mental health supports, caseworkers, school psychologists, school counselors and other advocates.
• Schools must utilize the information provided and their existing supports to accurately asses and provide support for our students in foster care Foulk & Esposito, 2016).
• Professional development about our foster care system and the needs of the students in the foster care system.  Providing strategies for restorative justice and social-emotional needs (Foulk & Esposito, 2016).

Collaboration is key with developing a system of supports for our students in the foster care system.  As school counselors, we are in a prime position to advocate for changes needed as well as implement strategies to overcome barriers.  As stated in Chung & Bemak, "The endorsement of the advocacy competencies has contributed to the ongoing current debate about the importance of advocacy as a significant aspect of helping professionals' work and the need for counselors and psychologist to address social injustices in their work."  Our children in the foster care system have been removed from parents and family and need our voices collectively to fight for their needs.

Campbell, S. F. (2016, January 25). Foster Care Ministry Options Discussed. Newnan Times Herald. Retrieved October 10, 2018, from http://times-herald.com/local

Chung, R.C., & Bemak, F. P. (2012). Social justice counseling: The next steps beyond multiculturalism in application, theory, and practice. Thousand Oaks, CA: Sage Publications. 

Foulk, S. M., & Esposito, M. K. (2016). Ensuring Educational Equity for Children and Youth in Foster Care. Leadership Magazine, 46(1), 5-8. Retrieved October 16, 2018, from http://nass.us/rc_files/39/Ensuring educational equity for children and youth in foster care.pdf

Johnson, M. (2018). Overview: 2018 Fiscal Year Budget for Human Services (United States, Department of Human Services, Governor Nathan Deal). Atlanta, GA.

United States, National Center for Mental Health Promotion and Youth Violence Prevention, Safe Schools Healthy Schools. (2010). The Role of Schools in Supporting Children in Foster Care.

Williamson, L. A. (summer 2013). Fostering Allies. Teaching Tolerance, (44). Retrieved October 10, 2018, from https://www.tolerance.org/magazine/summer-2013/fostering-allies.