Date of Award

5-2026

Document Type

Project

Degree Name

Master of Social Work

Department

School of Social Work

First Reader/Committee Chair

Loveland, Emily

Abstract

This research aims to explore how foster youth perceive the effectiveness of various evidence-based interventions that have previously been used to support their education. Due to the various barriers that foster youth face, they often experience significantly lower academic performance than their non-foster youth peers. Consequently, high school graduation rates among foster youth remain significantly lower than those of their non-foster youth peers. Much of the existing literature is outdated and does not adequately reflect current educational realities for foster youth. Additionally, existing literature primarily focuses on measurable outcomes and program evaluations, with less emphasis on ensuring the lived experiences and perspectives of foster youth themselves. This qualitative study will recruit 15 foster youth participants to engage in semi-structured interviews and explore the educational services they currently utilize, those they do not, and the factors influencing their engagement or lack thereof. This study will use thematic analysis to analyze interview data and identify perceived outcomes of services from the perspectives of foster youth currently enrolled in high school. The goal of this study is to identify which interventions are viewed as most effective in supporting academic success. Findings may inform future research and guide social workers in collaborating with schools to implement targeted evidence-informed supports aimed at reducing educational disparities in increasing graduation rates and improving post-graduation outcomes for foster youth.

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