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Instructor/Advisor

Sara McPhee Lafkas, Ed.D., LICSW

Keywords

Children, foster care, school readiness

Abstract

Children in foster care often face unique barriers to school readiness, like poor health, frequent transitions, and adverse childhood experiences (Tordön et al., 2020). These barriers increase the likelihood of mental and behavioral challenges, which can impact school performance (Sears, 2023). Early childhood is a critical period for young children to develop academic, social, and emotional skills to foster school readiness. Young children are overrepresented in the foster care system, and school professionals need to understand how to support their needs. Children spend the majority of their time in school, which makes it a practical environment for them to receive support (Lynch et al., 2017). This systematic literature review examines recent studies to evaluate evidence-based interventions that will be effective in mitigating the barriers to school readiness. The articles reviewed separate interventions into three main categories, including trauma-informed care, early childhood programs, and cognitive behavioral therapy. The results can identify evidence-based interventions that can promote quality care and school readiness among this vulnerable population. Furthermore, policy and practice implications will be discussed to improve education outcomes for children in foster care.

Barriers to School Readiness for Young Children in Foster Care: A Systematic Literature Review of Evidence-Based Interventions

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