Theses and Dissertations

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Matthew Delaney

Committee Member

John Kellmayer

Committee Member

Kimberly Durham

Keywords

academic achievement, ESSA, ESSA staffing, foster care, multiple placements, teacher strategies, teachers

Abstract

This applied dissertation was designed to provide better training and resources for teachers working with students in foster care who have experienced multiple foster care placements, and to assist them in achieving academic success.

The researcher conducted semi-structured interviews with six educators and staff at an alternative school that has the highest number of students in foster care, located in this school district. Using Braun and Clarke’s six steps for Thematic Analysis, each transcript was coded with the assistance of MAXQDA, and themes were developed.

An analysis of the data revealed that educators and staff do not receive adequate communication from an ESSA staffing when it comes to students in foster care. The data also showed that creating and maintaining positive relationships was a valuable tool and resource for working with students in foster care. The overall essence revealed that teachers and staff who are working with students in foster care, especially those with multiple placements, navigate through trauma, instability, and other barriers by building trust, fostering emotional safety, and adapting their practices to meet students where they are. The results showed that formal training should be geared toward teachers and staff being able to work with students in foster care effectively.

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