The Inequalities of LGBTQ+ Youth Living in Foster Care

On June 28, 1969, the gay and lesbian community launched a series of violent demonstrations at the Stonewall Inn in Greenwich Village New York City in response to a police raid. Known as the Stonewall uprising, these riots represent the foundation of the modern fight for LGBTQ rights in America.

Improving-LGBTQ-Health-Strategies-for-Funders

The situation on June 28 spun out of control very quickly and tensions continued to inflame protests that lasted several nights after the initial incident. Activists groups formed out of these protests, and places where gays and lesbians could gather without fear were established. A year after Stonewall, the first Gay Prides marches took place across the country including New York, San Francisco, Los Angeles and Chicago. Fifty years later, just like so many marginalized groups, the LGBTQ+ family continues to confront ignorance, hate and inequality.

This struggle is particularly prevalent for LGBTQ+ foster youth.

Research shows that a higher percentage of youth living in foster care identify as LGBTQ+ youth as compared to the general youth population. While LGBTQ+ youth enter foster care for typical reasons – abuse, neglect, and parental substance abuse – many experience additional trauma associated with rejection, mistreatment, and abandonment because of their sexual orientation. Once the youth enter foster care they find a system that, besides the best intentions, subjects them to further bias and discrimination.

“I was told that foster families didn’t want a gay kid in their home, so I grew up in group homes and residential centers where I was abused sexually, physically and emotionally,” says Kristopher, who spent eight years in foster care (Foster Club and the Human Rights Council)

Protective discrimination laws and policies for LGBTQ+ foster youth are different in each state. This lack of a national standard, lead to a hodgepodge of legislation that fails to truly protect the LGBTQ+ foster population in any significant way. According to Foster Club and the Human Rights Council, only 13 states and the District of Columbia have explicit laws or policies in place to protect foster youth from discrimination based on both sexual orientation and gender identity.

Even in New York City, where the beginning of the LGBTQ+ movement was born, Foster Club conducted a survey that found 78 percent of LGBTQ+ foster youth moved or ran away from their foster placements because of hostility toward their sexual orientation or gender identity. The same survey found that 100 percent of LGBTQ+ youth living in group homes experienced verbal harassment and 70 percent endured physical violence which leads to increased incidents of homelessness because the youth feel safer on the streets than in the institutions that are meant to protect them.

“LGBTQ youth are at greater risk of experiencing violence, and they are at higher risk of experiencing negative health and life outcomes, such as low graduation rates and mental health issues. With this knowledge, it is imperative that we support youth who identify as LGBTQ and make sure they develop in such a way that they are enriched, rather than being so disenfranchised. In child welfare, that starts with the foster care placement process, where we can surround children with supportive relationships and resources.” Terrence (Terry) Scraggins in an article for The Chronicle of Social Change, November 26, 2018

In addition to a greater instance of homelessness, LGBTQ+ youth are even less likely to achieve permanence through reunification, kinship care or adoption – further isolating, traumatizing and creating more obstacles for the youth. These challenges can lead to even more devastating outcomes for the youth including poorer physical health, mental well being, and educational outcomes.

Anytime that a youth fails to meet their fullest potential is a failure on our systems and policies that are meant to protect them. We must take greater care in standing up for and guiding LGBTQ+ foster youth so that they too will overcome these harsh inequalities and  become role models for the next generation of LGBTQ+ youth.


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

My Two Moms

The following excerpt is from an essay written by a foster youth applying for a special summer education program at a local university.

My two moms are the most influential women in my life. In deciding who I want to become and what I want to accomplish in life I look to them. In some ways they are so different but when it comes to what matters they are the same. My birth mom, Kaya, is black and was born in South Africa. My adoptive mom, Alice, is white and was born in New Jersey. My mother, Kaya, had a hard life in Africa and wanted a better life. She moved to America all by herself. This is important because she has had to do everything on her own and make her own way. She struggled for a long time and we were homeless for years. Having lived in various homeless shelters made me realize that I needed an education to be successful so I would not have to go back to the shelters.

OPINION—Smiling-student-771x514

For nearly five years I have lived in foster care with my soon to be adoptive family. My family tree is pretty complicated with a lot of branches! My adoptive family consists of my mom and dad, their two birth children, one adopted daughter, me, and my little sister who is also being adopted. Alice, my adoptive mom, is a strong and amazing woman like my birth mom. She has had a very different life though and is finishing her fourth advanced college degree. She works two jobs while getting this degree and still manages to make dinner for the whole family each night.

As you can see, both of my moms have worked very hard to get where they are. They are both an inspiration and I love them both equally. They have both impacted me in different ways and have made me into the young woman I am today. I hope to continue the path of helping others for the rest of my life.


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

A Child You Know is Being Bullied: How to Recognize Bullying and How to Help

Guest Blog by Dr. John DeGarmo. He can be contacted at drjohndegarmo@gmail, through his Facebook page, Dr. John DeGarmo, or at The Foster Care Institute.

1_72-EmJxhekqh7ymyWPkPZQ

To the surprise of many, 1 in 5 children in the United States between the ages of 12–18 has been bullied at some point while in school.

Perhaps even more surprising is that over half of adolescents and teens have experienced cyberbullying or been bullied online.

Bullying, in whatever form, can have profound effects upon young children. Indeed, children who have been bullied often experience anxiety and depression, as well as increased feelings of sadness and loneliness. Along with this, children who have been bullied may also experience changes in eating and sleeping habits. Frequent headaches and stomach aches are also signs that a child may be bullied.

In regards to academics, those students who have experienced bullying often perform lower in reading, math, and science courses. Indeed, school aged children who have been bullied are more likely to skip school, with 160,000 of teens reporting to have skipped because of bullying.

If you are a parent and suspect your child is being bullied, it is imperative that you take this seriously. Sit down with your child, and listen with a sympathetic and compassionate ear. Do not over react, or for that matter, under react, not taking it seriously enough. In no way should you blame him or give him cause to think he is at fault. Indeed, ask him when and where the bullying is occurring and who the bully is. Make sure your child has your phone numbers and let him know he can call you anytime he is being bullied and needs help.

Talk to him about bullying, and how he can report it to you and to others. Reassure the child that you will help him, and that he is safe in your home. Your support and your love is most important to him at this time, and your words of encouragement are also important. Remind him that he is important and that he is loved.

Contact your child’s school and the child’s teacher immediately, informing them of the bullying towards the child. Request that the school separate the child and the bully, at all times and in all places while at school. While it may be difficult for your child, encourage him to walk away any time he is being bullied. Remind him to find an adult if he feels he is being bullied. Remind him that retaliation in school, or hitting another child, will not be permitted by the school.

Cyberbullying is the platform in which the 21st century bully uses to inflict pain and humiliation upon another. Cyberbullying is the use of technology to embarrass, threaten, tease, harass, or even target another person. With the use of online technology and social networking sites, today’s bully can follow their targeted victim where ever the child may go. Whether the child is in school, at the park, at the movie theater, or at home, whenever that bullied child has a cell phone or access to online technology, he can be bullied. In essence, this form of bullying can be non-stop, 24 hours a day, seven days a week.

If your child is being bullied online, or cyberbulling, there are a number of ways you can help to protect your child, as well. The most important thing you can do as a parent in protecting your child from cyberbullying is to stay heavily involved in all aspects of the child’s school life. Ask your child each day how school was. Enquire about your child’s friends. Keep in regular contact with your child’s teachers, and ask for updates on the child’s behavior and academics. If possible, become a volunteer at the school. Not only will these strategies help monitor any possible cyberbullying behavior, you will also help your child with any academic challenges they might be experiencing. Watch for sudden mood swings that might suggest the child is being bullied, as well as signs of depression, isolation, and separation from others.

No matter the form of bullying that your child is a victim of, it is important that you seek professional help and therapy if your child is struggling to overcome his depression.


Dr. John DeGarmo is an international expert in parenting and foster care and is a TEDx Talk presenter. Dr. John is the founder and director of The Foster Care Institute. He has been a foster parent for 17 years, and he and his wife have had over 60 children come through their home. He is an international consultant to schools, legal firms, and foster care agencies, as well as an empowerment and transformational speaker and trainer for schools, child welfare, businesses, and non profit organizations. He is the author of several books, including The Foster Care Survival Guide and writes for several publications. Dr. John has appeared on CNN HLN, Good Morning, America, and NBC, FOX, CBS, and PBS stations across the nation. He and his wife have received many awards, including the Good Morning America Ultimate Hero Award. He can be contacted at drjohndegarmo@gmail, through his Facebook page, Dr. John DeGarmo, or at The Foster Care Institute.

Hispanic Heritage Month: Representing the Children in Foster Care

A4yTPzgS

 

Bounced among foster homes, lawyers, and caseworkers, children in foster care need a consistent, caring advocate, and for children of Hispanic heritage, it is particularly important that their Court Appointed Special Advocate (CASA) volunteer understand and respect their culture. In many instances the number of Hispanic and Latino children in foster care outnumbers the number of CASA volunteers, which means children are often assigned to a CASA volunteer with a different ethnic background.

 

Former CASA volunteer and Pleasantville resident, Yasna finds her heritage allowed her to develop a closer relationship with the children on her case. When Yasna first took her, her CASA child was frightened and unresponsive to those trying to help her. Then the young girl met Yasna, who spoke in the girl’s native Spanish language, and she immediately became comfortable and opened up to Yasna. “Everything totally changed when she could speak Spanish. We had a communication bond, and she came to me when she needed help,” Yasna said. Growing up in Miami, Yasna explained, it was easy for her to find someone who spoke Spanish, but in many communities, fluent Spanish speakers are rare. Navigating the foster care system is already complicated, but with English as a second language, the experience can be overwhelming.

 

Cultural competency is more than overcoming a language barrier; sensitivity to traditions and values builds trust between the CASA volunteer and the child. “Every single Hispanic culture is different, but the method of upbringing with a foundation of family is there (in all cultures),” Yasna said. Despite their differences, with most Hispanic and Latino cultures, there is a commonality of having deep passion for family. “We love to fight, but at the dinner table, we all love each other,” she said laughing. Although the CASA children have come from an abusive home-life, their propensity to reflect their culture is still there, she explained.

 

As a CASA Volunteer, you try very hard to keep emotion out of your interactions with the children. However, for Hispanic culture, Yasna says, “you need to bring emotion out to form a trust with the child.”

 

According to Casey Family Programs, Hispanic children are more likely to be placed in foster care and for longer periods than their White, non-Latino peers. Because of this, it is essential that the CASA volunteer and child relationship be based on trust, rapport, and an ability to understand and appreciate the child’s culture and traditions.

 

A more diverse volunteer base will better match the cultural make-up of the children CASA serves, but a shortage of Hispanic and Latino volunteers makes it difficult to meet the need. Understanding how children feel about their heritage and being able to communicate and relate to their traditions can make the difference between the child feeling alone or appreciated and self-assured.

 


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

5 Tips to Prepare for Back to School for Foster Children

Guest blog post by Salendria Mabrey, embrella (formerly FAFS) Communication & Development Associate originally posted September 17, 2014. Link to original post 

 

The times of sleeping late on weekdays, summer camp and family trips to amusement and water parks are over for your child in care – at least for now. It’s the season to get him back in the routine of going to bed and rising early to his world of lockers, gym and lunch periods. He may drag his feet when it’s time to get up early and get prepared for school. It is also possible he will grumble about not being able to watch a certain show that comes on later in the evening because of his new bedtime. Like any kind of change, it is uncomfortable and may take a while to adjust. Here are a few tips that should help you as a foster parent to prepare your child in care for a new school year.

Build Excitement

In addition to attending class and doing homework, the school year will bring chances for fun and exciting moments. Talk to your child in care about the many opportunities that will be available to him. It would help to do research on the school and learn the activities that interest him. If he loves music, try to get him excited about and involved in band, chorus or glee club. If he loves sports, encourage him to try out for basketball, football, tennis or any other athletic team available at the school. Explain the reward gained when he is a part of a team – not to mention how great it can look when he applies for college in the future.

Parent Teacher Conference Tips for Foster Parents

Let Them Be Involved

If he brings his own lunch, let him be a part of choosing what wants to eat for the day – and let him help you pack it. Also, allow him to pick out his own clothing. He knows the latest styles and trends in his school. Didn’t you know that his finger is on the pulse of the latest fashions? When he exercises his independence, it drives him towards growth and maturity. Packing his own lunch and picking out his own clothing gives him a voice and lets him know that his opinions matter. Now, if he only wants to eat candy bars and wear his clothes inside out all of the time, you MAY need to take the upper hand.

Revive Sleep Routines

For your child in care, there will be no more sleeping without alarms during weekdays for a good while. It may take some time, but sending him to bed early is your best bet for a productive day. It is generally known that getting the right amount of rest each night can give the body what it needs to function properly. Determine the best time your child in care should go to bed for a guaranteed good night’s rest, and stick to it – and, if there is a monster in the closet or under the bed, you’ll have to get rid of it immediately so there will be peaceful sleeping for all throughout the night.

Create a Dialogue with Teachers

When you have the contact information of your child in care’s teacher, letting him or her know you have a foster child would be a great way to prepare the teacher for possible challenges. Give the teacher an overview and as much information concerning your child in care as you can without breaking confidentiality. Let the teacher know your involvement in your child in care’s life and any challenges you know of that he is facing. Chances are, the teacher will understand and be willing to work with him to ensure he has a successful school year.

Get Involved

In addition to receiving progress reports, reach out to your child in care’s teacher to stay on top of how he is doing. He has been through some traumatic experiences; there could be many distractions he may be dealing with, so it’s in his best interest when you are aware of any hurdles he may need help overcoming. Arrange monthly meetings with teachers and get as involved as you can. A good way to get involved and stay up-to-date with what’s going on in his school is to join the Parent Teacher Organization (PTO).

embrella (formerly FAFS) is Here to Help

embrella (formerly FAFS) is here for every season you face. Our Backpack Program is available year-round to help foster parents welcome foster children into their new home. The program also provides backpacks to children in care as they begin their new school year. If you have already received backpacks, please share that with us! Here’s to a successful and productive school year!

 


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

Understanding How Trauma Affects Children

Guest Blog by Jeff Warren for CASA SHaW (Somerset, Hunterdon and Warren Counties)

Over many decades we have learned more about foster care and the children placed within resource homes. They are moved because of outside circumstances beyond their control. They are often confused. There is massive stress permeating their lives.  There are struggles. And there is trauma inflicted within them.

adult-black-and-white-dark-551588

We have accumulated more widespread knowledge over the past decade about how mental and physical trauma affects children, their growth, education, overall well-being, and how it has negatively manifested itself into a societal cycle we aim to break. We are becoming more and more aware of what trauma is and how we can combat it. Our Court Appointed Special Advocates (CASAs) understand, through their training, how traumatic experiences in children impact them in an array of ways. We must continue to educate the public at large if we want to see more positive results and vicious cycles broken.

Based on a report commissioned by the Substance Abuse and Mental Health Services Administration (SAMHSA), we know that nearly half of all children in the United States, a staggering 46%, have experienced at least one traumatic incident in their lives. These traumatic experiences are:

  • Abuse and neglect
  • Exposure to substance use and abuse
  • Parents or guardians who spent time in prison
  • Experiencing economic hardship
  • Divorce
  • Witnessing domestic abuse
  • Living with a mentally ill adult
  • Victim of or witness to violence in their neighborhood
  • Death of a parent

Childhood trauma a very serious public health issue, and the effects are profound.  More of our population in the United States is in prison than any other time in the history of our country. More of our population continues to become addicted to alcohol and other drugs. If we want to alter how childhood trauma affects us as a society in general, we must look to combat the aforementioned issues that deeply affect children and their families.

There is a good chance that you know someone – and it doesn’t matter what age – who has been through a traumatic event in their life. The trauma they’ve faced will, in some way shape or form, dictate aspects of their life. Now is the time to consider what happened to them, not question what is wrong with them. Let’s continue to educate our communities about the harmful effects of childhood trauma and embrace changes to the way we think so we can all get better as a society. If we all make a small difference, we can all help families and children make a big difference in their lives. By having just one caring, trusted adult in a child’s life can buffer the effects of trauma. That’s why CASA is here for our local community.

 


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

Staying Positive and Reuniting

fostercare_istock

Portion of an interview with a mom who reunited with her daughter after overcoming substance abuse. Names have been changed and details have been altered to protect the family.

  1. We realize you have been through a challenging journey in being reunified with your child – will you share with us a little about your story?

“I was addicted to cocaine and so I lost my baby. I was stubborn and thought I wasn’t addicted. Then CASA Linda came into my life, she was such a positive person and I still talk to her. She gave me the boost my baby and I needed. She always stayed positive. It is a wonderful thing, she is still there if I need someone to talk too and I still talk to her every couple of weeks. The help and support she provided me was just great. My child will be three next month and I wouldn’t have her without the help of CASA Linda.”

  1. What is the greatest impact CASA had on the case or in working with your child?

“CASA Linda was just so supportive of me and my baby. She was just that extra person to check on me and make sure I was okay. She was always supportive and positive of me and I think you should give her to all of your hard cases.”

  1. Can you think of a specific example where CASA really helped or made an impact?

“When I had to go to court and I was away from my daughter, CASA Linda wrote these positive notes for me and she told me not to give up. She told me to keep fighting and she was just so positive. From the beginning, she realized I was trying to do what I needed to do to get my daughter back and she gave me a chance. Even when I sometimes gave up on myself she was there. It was great just to have that person in  my corner encouraging me and seeing that I was doing well. It meant a lot.”

4. What did you think about CASA Linda in the beginning?

“In the beginning I just thought of her as one more person who was going to tell me what to do, one more person who was going to put me down, one more person who was going to keep me away from my baby…but actually it turned out as quite the opposite. She gave me more strength to do what I needed to do and gave me the support to get my child back.”

5. Is there something CASA Linda could have done to make things better?

“I wish I had met CASA Linda earlier. I remember the first time she came to see me; she drove for hours. I couldn’t believe it. It would have been nice to have someone so positive right from the start; someone to tell me, if you do the right thing, then I’m in your corner.”

Portion of an interview with a mom who reunited with her daughter after overcoming substance abuse. Names have been changed and details have been altered to protect the family.


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

Being a CASA Volunteer is Richly Rewarding

Mary spent 40 years teaching young children in southeastern New Jersey schools. Throughout her career, she saw children who clearly had “more to deal with than they should in their young lives.” She saw firsthand the impact of poverty and drugs on her young students. Mary made sure they were supported and cared for while in her classroom and wondered what they had to deal with when they left her safe haven for home.

shutterstock_176500682

Her compassion for children in difficult situations led Mary to explore being a Court Appointed Special Advocate (CASA) after retiring. A fellow teacher was an advocate and shared her experiences. “I felt that as a teacher I could be effective with younger children who might be experiencing problems in the classroom,” said Mary. “As a teacher, I had insights as to how to find the right person to help a child or help a family member to navigate a complex system.”

Recently Mary did just that. A grandmother of a child whose case Mary previously handled called her to ask help with the little girl who was having difficulty in school. Mary said, “The grandmother turned to me because I knew how to help her help this child because of my experience as a teacher.” Not long after, Mary was reassigned to the case and is helping advocate for this child again providing consistency and know how.

After three years as a CASA, Mary has accepted the role of a peer coach – she is now part of a support team that helps other CASA volunteers as they work their cases. She finds the work rewarding. “This is a really supportive environment. CASA’s get extensive training and then have a peer coach who can help them as they take on their first cases,” Mary said. She often texts or calls her CASA’s to see how they are managing and offers her understanding when things get tough. When one of her advocates had a hard day in court, Mary called her so the advocate could just talk about it with someone who would understand.

Mary says that anyone who cares about children would find being a CASA richly rewarding, “There are so many children in this area who need our help. It’s so important.” Mary added, “It’s all about the children.”

 


Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

 

Youth Pursues Dream of Going to College with Help of CASA Volunteer

mentoring-blog-1-1400x756

Allan, a semi-retired pharmacist, read a book years ago that affected him profoundly, “Throw Away Children”, by Judge Lisa Richette. In her clarion call for reform, the author recounts many heart-wrenching cases of children who fell through the cracks of the juvenile court system – children who are left feeling unprotected, unloved and bereft of hope or opportunity. Allan remembered those stories when his wife, Bobbie, mentioned that she thought he would be a good Court Appointed Special Advocate (CASA).

“She thinks I can get things done and some of these kids just need someone to help them get things done,” Allan explained. “I just naturally advocate for those who need help. When my mother was in a nursing home, I was there all hours ensuring she was well cared for. I bring those skills to my role as a CASA.”

In February 2018, this naturally gifted advocate attended a CASA training and was assigned his first child, a teenager who had bounced around in the system and had recently been rejected by his mother again. Allan is the first one to say he was lucky to get this young man as his first CASA child: “Despite all the hurdles this young man experienced during his childhood, he was motivated to do well in school and to strive for a better life. He just needed some assistance to get into a situation that was supportive and stable.”

One of the many roles CASA volunteers serve is to navigate the complex system in order to get the best possible outcome for the children. They coordinate with social workers, educators, the courts and different agencies, an often daunting task even for seasoned professionals. Working with others, Allan’s ability to network and advocate helped him cut through some of the bureaucracy to see that his child got the resources he needs to pursue his dream of going to college. Allan also worked well with the young man’s social worker to get him into a stable environment. The judge assigned to the case commented on their effective teamwork on behalf of the child. Lately, Allan has been helping the young man with college applications.

“He blossomed from a reticent child into a young man who has been better able to confide in me and to trust again. It is gratifying that he wants to study social work so he can help others,” Allan said. Allan encourages those who desire to make a difference to explore becoming a CASA. “I made my difference,” he said. Thanks to Allan’s advocacy one child, who could have fallen through the cracks, is on his way to realizing his dreams.

Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

Campus Moving Day

As my friends are all dropping off their nearly adult children at colleges and universities this month, I am reminded of my parents dropping me off at college for the first time. I stuffed everything that I could into the gigantic trunk of my father’s baby blue Caddy – which was a lot – and traveled north to Rhode Island where I would begin my life as an “adult” – or so I thought – unfettered to parents, making my own daily decisions. This was what I had been waiting for.

moving-day-stock-photo-95ce57

So, we drove and drove and finally arrived with all of the other freshman, whose families had packed their cars and driven distances great and small to give their children a better opportunity, maybe one that they hadn’t even had for themselves. Families filled the whole campus and not once did I ever think that a freshman might not have a family. The notion never even crossed my mind. I am sure that there were kids moving in the same day as I, without a family, without a trunk filled with their most prized possessions.

At the time, of course, I was not looking at my first day on campus through my parents’ eyes, or through the sacrifice that they made for me. However, as I see my friends making the same drive now, I finally see it through their eyes – the optimism of what is to come for their children, being proud of their accomplishments, and worried over the missteps that they will – undoubtedly – make along the way. Knowing that their relationship with their children will forever change the day that they leave them at their dorm room and drive away.

As I think about that day now, I have a different perspective. Not just from the experiences of my friends taking their children to college, but because of my work with an organization that advocates for youth living in foster care.

With this new viewpoint, today I think about the thousands of kids moving onto campus across the country this month, I think of the many foster youth who will not even have that opportunity – 70 percent of foster youth want to go to college, but only 39 percent enroll (Courtney, Terao, & Bost, 2004). I think about the only 10 percent who will graduate with an advanced degree by the time they turn 25. (Courtney et al., 2011; Pecora et al., 2006). I think about all of the foster youth who will drop out of college after their first year (Day, Dworsky, Fogarty, & Damashek, 2011) and I think we can do better; we must do better for these youth.

Once in college, foster youth struggle with the same matters that have challenged them their entire lives – making and keeping friends, mental health, lower academic achievement, getting and keeping employment, lack of healthcare, and, poor independent living planning. Add to the mix that many of these youth do not have the financial resources or strong adult role models to help guide them through difficult times and you have a recipe for adversity.

With all of these factors creating a barrier to a college education, one of the most significant is the lack of emotional support. These kids just do not have the support, that I had, or my friends kids have, to make it – only 34% of youth leaving foster care report a long‐term significant relationship or mentor (Munson & McMillen, 2009). Supportive adult connections – mentors, teachers, CASA volunteers, community leaders – are critical to a foster youth’s success, not just in college, but also throughout life.

These connections will empower a youth to realize their own potential, help them through challenging situations, point out resources and, help ensure that they too have a trunk full of their most prized possessions and the tools that they need to begin their successful “adult” life – after all, isn’t that what we want for every youth?

 

Court Appointed Special Advocates (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

 

References

Courtney, M., Terao, S., & Bost, N. (2004). Midwest evaluation of the adult functioning of former foster youth: Conditions of youth preparing to leave state care. Chicago, IL: Chapin Hall at the University of Chicago.

Day, A., Dworsky, A., Fogarty, K., & Damashek, A. (2011). An examination of post‐secondary retention and graduation among foster care youth enrolled in a four‐year university. Children and Youth Services Review, 33(11), 2335–2341. https://doi.org/10.1016/j.childyouth.2011.08.004

Hayes Piel, Megan (2018) Challenges in the Transition to Higher Education for Foster Care Youth https://doi.org/10.1002/cc.20288

Munson, M. R., & McMillen, J. C. (2009). Natural mentoring and psychosocial outcomes among older youth transitioning from foster care. Children and Youth Services Review, 31(1), 104–111. https://doi.org/10.1016/j.childyouth.2008.06.003

Pecora, P. J., Kessler, R. C., O’Brien, K., White, C. R., Williams, J., Hiripi, E., … Herrick, M. A. (2006). Educational and employment outcomes of adults formerly placed in foster care: Results from the Northwest foster care alumni study. Children & Youth Services Review28(12), 1459–1481. https://doi.org/10.1016/j.childyouth.2006.04.003

Pecora, P. J., Williams, J., Kessler, R. C., Hiripi, E., O’Brien, K., Emerson, J., … Torres, D. (2006). Assessing the educational achievements of adults who were formerly placed in family foster care. Child & Family Social Work11(3), 220–231. https://doi.org/10.1111/j.1365-2206.2006.00429.x