Date of Award

5-2026

Document Type

Project

Degree Name

Master of Social Work

Department

School of Social Work

First Reader/Committee Chair

Appiah-Kubi, Jamal

Abstract

Exposure to abuse, neglect, family separation, and violence can negatively affect foster youths’ well-being and their ability to succeed in school environments. Studies have shown that punitive disciplinary responses may contribute to retraumatization and school discouragement, while school settings are often one of the few stable environments in the lives of foster youth. Although trauma-informed school practices have been associated with improved school climate and student engagement, limited research has specifically examined how foster youths’ perceptions of these practices are associated with their mental well-being and academic engagement in high school settings. The purpose of this proposed study is to examine the relationship between trauma-informed school practices, mental well-being, and academic engagement among foster youth in high school. Using a cross-sectional mixed-methods design, the study will recruit a non-probability purposive sample of approximately 75 foster youth currently enrolled in high school in San Bernardino County through collaboration with school counselors, social workers, and district liaisons. Data will be collected through the School and Well-Being Survey for Students in Foster Care, which includes Likert-scale items and four open-ended questions, and quantitative data will be analyzed using descriptive statistics and Pearson correlations while qualitative responses will be examined through thematic analysis. Findings from this proposed study may help inform educators, school social workers, and policymakers about ways to create safer, more supportive school environments that promote foster youths’ mental well-being and academic engagement.

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