Fostering Success Michigan Child Welfare Guide for Educators

Fostering Success Michigan’s Child Welfare Guide for Educators is designed to help educators understand how the child welfare system works and identify practical, school-based strategies to support students with experience in foster care. Because schools are one of the most consistent environments in a young person’s life, educators play a critical role in student stability, success, and well-being. This guide was created in partnership with the Michigan Department of Education, the Michigan Department of Health and Human Services, and students with experience in foster care. 

Why Is It Important for Educators to Understand Foster Care?
Adults who work in education often spend more hours with a student each week than almost anyone else in that young person’s life. This consistent presence positions educators to:

• Recognize and respond to the unique challenges students with experience in foster care may face
• Understand and connect students to local resources
• Build a supportive network that increases student stability and success

Research shows that having a close, supportive relationship with a caring adult is a protective factor for youth in foster care. When educators help create a coordinated support system, students are more likely to succeed academically and access postsecondary opportunities.

The Intersection of Foster Care and Education Systems
In Michigan, the Department of Education (MDE) and the Department of Health and Human Services (MDHHS) work in partnership to support students with experience in foster care. This collaboration helps ensure educational stability, including a student’s right to remain in their school of origin whenever possible.

In addition to the information provided in this guide, educators are encouraged to review the following MDE and MDHHS resources:
 

Michigan Educator Resource Guide for Foster Care

The Michigan Department of Education has released the Michigan Educator Resource Guide for Understanding and Implementing LEA Stability for High School Youth Experiencing Foster Care. This guidance document supports local education agencies (LEAs) in meeting educational stability requirements for high school students in foster care.
The guide was informed by youth voice sessions conducted in partnership with:

• Michigan Department of Health and Human Services
• Fostering Success Michigan
• Park West Foundation
• Student Advocacy Center

These sessions centered on students’ lived experiences in foster care and highlighted challenges related to high school enrollment, credit transfer, attendance, and graduation.

The guidance document is available on the MDE Foster Care webpage and can be accessed directly here:
https://www.michigan.gov/mde/services/school-performance-supports/educational-supports/programs/foster-care

Michigan Department of Health and Human Services Foster Youth in Transition Page

This site provides information on a variety of issues important to current and former foster youth as well as links to other sites that share information on how to develop supports, find services, get answers to important questions

Frequently Asked Questions

What Is Foster Care?
Foster care is a temporary living arrangement for children who have experienced abuse or neglect and need a safe place to live. Children may live with relatives, licensed foster families, or in group care while professionals work toward reunification or another permanent plan.

Have Children Done Something Wrong?
No. Children enter foster care because of circumstances in their home, not because of their own actions.

Who Is Involved in a Student’s Case?

A student may interact with:

• Caseworkers
• Judges
• Attorneys
• CASA volunteers
• Foster or kinship caregivers

This can feel overwhelming for students. Educators can help by understanding roles and making appropriate connections.

Are Students in Foster Care Homeless?
No. Students in foster care are not considered homeless, but they may qualify for transportation assistance under the McKinney-Vento Act.

In Michigan:

• The average age of youth in care is 9 years old
• The average length of stay is 774 days
• Students have the right to remain in their school of origin, even if placed in another district. Educators can reference this page to coordinate transportation and best interest determination. 

Understanding Students with Experience in Foster Care

Educators often report seeing both challenges and strengths in students with experience in foster care.

Common Challenges Educators Observe

• Increased health needs
• Truancy and school disruptions
• Behavioral challenges
• Limited self-confidence
• Isolation from peers
• Academic gaps

Common Strengths Educators Observe

• High levels of resilience
• Adaptability
• Strong determination
• Ability to read people quickly
• Willingness to give back to their communities

Understanding both the challenges and strengths allows educators to respond with empathy, high expectations, and appropriate supports.

What Does Foster Care Mean for School?

• Educational Instability: Students may experience multiple placements, leading to school changes and interrupted learning.
• Absences: Court hearings, counseling appointments, and family visits may require students to miss school or extracurricular activities.
• Academic Impact: 52% of students who were ever in foster care read below grade level, compared to 38% of the general population (Lesnick, Goerge, Smithgall, & Gwunne, 2010)
• Behavioral Concerns: Many students have experienced trauma or neglect, which can affect behavior, attention, and emotional regulation.

Did You Know?
Youth in foster care experience higher rates of discipline than their peers.
24% have been suspended or expelled at least once, compared to 7% nationally
(Scherr, 2006)

How Educators Can Support Students in Foster Care

1. Create a Stable & Safe Classroom Environment

• Orient new students to the classroom, routines, and peers
• Establish predictable routines to provide stability
• Respect privacy and confidentiality—never disclose foster care status
• Be mindful of physical contact, as some students may be sensitive to touch
• Offer patience and understanding, especially during transitions
• Provide choices in seating or task completion to promote a sense of control

2. Adapt Academics & Classroom Expectations

• Be flexible with homework, deadlines, and assessment
• Address learning gaps caused by school changes or disruptions
• Modify family-based assignments (e.g., family trees, baby pictures) by offering alternatives

3. Build Relationships & Support Social-Emotional Skills

• Connect with caregivers and professionals, including foster parents, kinship caregivers, biological family members, and caseworkers
• Encourage peer connections through clubs, sports, and group activities
• Teach self-regulation strategies, such as deep breathing or mindfulness
• Strong relationships and emotional safety help school become a predictable and supportive space.

4. Be an Advocate

• Identify academic needs early, including referrals for IEP or special education evaluations
• Collaborate with school support staff (social workers, counselors, psychologists)
• Know the student’s advocates, such as CASA volunteers or caseworkers
• Connect older students to resources, including mentors, scholarships, and postsecondary support programs
• Normalize foster care by including diverse family structures in classroom materials