Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Education

First Reader/Committee Chair

Louque, Angela

Abstract

This phenomenological study explored educators’’ perceptions of how the Building Assets, Reducing Risks (BARR) program supports foster youth during the transition into ninth grade.  Ninth grade is an important year for later school success, but foster youth often experience school changes, disrupted relationships, and other challenges that can make this transition more difficult. Although BARR has shown positive results for ninth-grade students generally, limited research as examined its role in supporting foster youth.

This study focused on educators with experience working with both BARR and foster youth.  Data were collected through interviews and analyzed for shared meaning and themes.  The findings showed that educators generally viewed BARR as a meaningful source of support for foster youth during ninth grade.  Participants most often described its strengths as relationship-building, staff communications, shared responsibility, and a structured way to identify and monitor student needs.  Educations also described BARRs impact in academic, social, and emotional terms.

In addition, participants noted that BARR was not enough on its own because many foster youth experience instability and challenges outside of school that a school-based program cannot fully address.  Therefore, the findings suggest that BARR can provide important support for foster youth during the transition into ninth grade, but it is more effective with combined with additional supports beyond the classroom and beyond ninth grade.

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