In California, the Youth Education Advocates Cohort is comprised of youth with foster care experience who meet monthly to work on foster care and education policy issues with the Education Program staff at the Alliance for Children's Rights. The youth education advocates also consult on such matters. 

In 2024, the Michigan Departments of Education and Health and Human Services engaged with the Michigan Youth Opportunity Initiative (MYOI) in partnership with advocacy agency and college staff who engage directly with students in foster care. Youth were invited by staff to participate in a series of four sessions to share their experiences as students in foster care. Participants included youth currently in high school and recent graduates, including college students. Foster care alumni helped to facilitate the sessions and create a safe environment for authentic youth engagement. Youth shared freely and were financially compensated for their time. Adult supporters were allowed to attend, but they could only participate as listeners to truly center youth voice. Positive outcomes included the issuance of the Michigan Educator Resource Guide for Understanding and Implementing LEA Stability for High School Youth Experiencing Foster Care, which included quotes and lessons learned from the youth, and a state board of education presentation report.

This 2024 report, by Chantal Hinds, shares findings from a qualitative research study conducted with youth and parents experiencing the foster care system in New York. Recommendations include providing students in foster care with information about their rights and creating personalized education plans for students utilizing a collaborative team approach that involves students and is student-centered to help meet their “academic, vocational, behavioral, mental health, and social-emotional needs and goals.” (Pages 18-19)

This authentic youth engagement research study was based on an evaluation of the Jim Casey Youth Opportunities Initiative® program, which is “a system-level intervention designed to improve the educational, employment, permanency, housing, parenting readiness, health, and financial capability outcomes of youth aging out of foster care.” (Id.) The initiative defines authentic youth engagement (AYE) as “young people fully understand[ing] their rights and responsibilities... actively lead[ing] the process of making decisions on issues that affect them in order to support their successful transition to adulthood and a healthy, productive adult life.” (Id.) The study sought to address two questions: (1) How do youth and staff/professionals define/conceptualize AYE? (2) What are youths’ and staff/professionals’ recommended strategies and approaches for authentically engaging youth? The results are based on responses from four of the high-performing sites in different states: Georgia, Hawaii, New Mexico, and Tennessee. Four themes emerged regarding AYE: youth-adult partnership and connection, youth empowerment/voice/agency, adult engagement skills, and making change/having impact. Three recommendations emerged regarding building trust, relationships, connections with youth; being youth-centered and youth-empowering; and facilitating improved adults/staff/program efforts. To learn more, see the full article and figures & data.

The My Life Model (MLM) is an intervention program for students in foster care with positive results based on a 2012 randomized study and a 2020 report, which explains that MLM is adapted from the “TAKE CHARGE self-determination model” previously utilized for students with disabilities. For students in foster care, the target ages are 15-19, and the program is intended for youth who are able to go into the community with their program coach, including youth with disabilities and/or mental health conditions. It is designed to be a 9- or 12-month positive youth development intervention, which consists of youth-directed weekly coaching, provided at school, community, or home locations and at times convenient to the youth to help achieve stated academic and transition goals. Youth also participate in supportive workshops to connect with, and learn from, peers with foster care experience.

Utah utilizes Check & Connect (C&C) (Univ. of MN cited by Utah in the linked Roles and Responsibilities), a student engagement intervention, with youth in foster care to help students engage and thrive at school. C&C is anchored by a mentoring relationship between a student and an adult mentor who is supports the student via commitment –  long-term; connection – student and mentor meet weekly; check – mentor monitors student engagement and academic progress for encouragement and accountability; and family engagement – mentor partners with family to enhance educational opportunities and outcomes for students in foster care. 

This Michigan Educator Resource Guide for Understanding and Implementing LEA Stability for High School Youth Experiencing Foster Care is comprehensive. In addition to B.I.D.s, LEAs can “check in with youth to find out if they need support advocating with school staff, including teachers and coaches, to avoid unnecessary consequences” as a result of challenges due to foster care placement. (p. 5) There are also tips regarding attendance support, trauma-informed practices, and school discipline. Id. 

This FosterClub toolkit provides a comprehensive, youth-led approach to developing a unique transition plan. It includes planning worksheets, record keeping, detailed maps, and resources to help youth with their journeys. Of note, there is an education planning sheet for students (p. 23) and a message to supportive adults (p. 6). 

This Texas Supreme Court Children's Commission Tool Kit (2024) provides a checklist with information on how the court can better “engage youth” as a best practice, generally, and regarding school, specifically, at statutory hearings. (p. 87) Under well-being issues, education and educational decisions are addressed. Id. There is also a section on Child’s Attorney Issues, which addresses school placement and school success, postsecondary education, and special education. (p. 130) It includes specific questions to ask the youth (and relevant foster care and education contacts) regarding school, academic classes, extracurricular activities, transportation, challenges, supports, and “a personal graduation plan.” Id.

This ABA factsheet (2019) provides tips on how attorneys can meaningfully engage youth in foster care case planning and court hearings. The information is based on the Annie E. Casey Foundation’s Brain Frames resources, which utilize adolescent brain research to help child welfare professionals create positive interactions with youth in foster care. It is essential for attorneys to listen to what youth want in order to support school stability, youth-driven case planning and decision making, and advocacy regarding academic services and extracurricular activities. Moreover, attorneys should educate their youth clients about extended foster care, high school graduation, and post-secondary opportunities. 

This Child Welfare Information Gateway factsheet (2021) provides information about how youth can engage with the child welfare system and advocate for themselves and others. It includes specific suggestions for active youth engagement and participation in case planning, including educational aspects. Youth are encouraged to set expectations and build a relationship with their caseworker, as well as collect contact information from all planning team members. Youth can ask for what they need or want to know, request options, write letters, help set meeting agendas, make their case plan personal, utilize their support network, attend court hearings, ask for legal documents, and create a transition plan. (See pages 4-6.)

In Georgia, the Educational Programming, Assessment and Consultation (EPAC) unit, within the Division of Family & Children Services, “provides comprehensive academic support services focusing on the educational well-being of children and youth in foster care” to improve educational stability, academic success, and graduation rates. The website includes key services, priorities, federal and state laws (e.g., HB 855), practice guidance, newsletters, and other key resources.  

GA provides additional enrollment supports. When a student in foster care is enrolled in a school, this law requires local school systems to assess whether exposure to trauma has had or is likely to have an adverse impact on a student’s educational performance, including both academics and classroom behavior. This assessment is part of an overall determination of whether the student is eligible for special education and related services, and what services, if any, should be provided.

CO notification letter “to ensure a seamless transition for the student”— (1) The new school immediately enroll the student effective the date decided in the B.I.D., (2) the student’s educational records be immediately requested from the school of origin, (3) the student be enrolled in the school district’s free lunch program, (4) the school and school district waive all school fees the student may incur, and (5) special education services, if applicable.

“Upon enrollment, receiving Districts must request a youth’s education records from their prior school within two business days. The sending District must compile a youth’s complete education records as of the last day of actual attendance, including partial credit for high school youth, and forward a copy of all records to the new school within two business days of a request. Districts cannot withhold records due to outstanding fines or fees.” (Page 16)

 This WA state primer contains several key topics to help schools ensure the immediate enrollment of students in foster care: the federal legal framework of educational stability, definitions of immediate and enrollment (i.e., “as soon as practicable (e.g., within 3 business days) to avoid educational discontinuity. It also addresses the scope of record requests and timing of transfers (i.e., within 2 business days). A student is not fully enrolled if a student is not attending school or fully participating in classes, extracurricular activities, and out-of-school and summer opportunities.”), and enrollment strategies to reduce barriers and increase full participation in school, including the critical roles of local foster care liaisons.

This three-page form was created jointly by the SC Departments of Education and Social Services to be used after a joint B.I.D. meeting. It has three sections: student information (including status of parental rights), enrollment certifications, and a release of information. 

This two-page form adapts the NC form to indicate if a copy of a court order is being submitted with the form. There is a checkbox for this point between the Release of Information and Educational Services Meeting on page 2.  

This two-page form marked “confidential” is to be used for the immediate enrollment of a student in foster care. It provides notice to the school principal and/or school superintendent. It includes four sections: (1) student information; (2) enrollment certifications; (3) release of information; and (4) educational services meeting, which is to be held within 30 days of the enrollment. The form ends with contact information for the LEA and county CWA. Importantly, the form defines key terms. “Immediate” means “as soon as possible, in most cases, this should be no later than the beginning of the next school day after the presentment for enrollment.” “Enrollment” means “the child is attending classes and participating fully in school activities.” If enrollment does not occur by the second school day following presentment, then school officials must document reasons for the delay and attach those reasons to the form. Finally, the form notes that the sending and receiving schools must expedite the transfer of the student’s record. 

This is a written policy in AZ regarding identifying and assigning a surrogate parent, B.I.D., school of origin, transportation, and immediate enrollment (i.e., “the child shall be immediately (within two days) enrolled in a new school, even if the records normally required for enrollment cannot be provided. The enrolling school shall be responsible for immediately contacting the school last attended by the child to obtain relevant academic and other records.”)