Academic achievement of foster children: Child welfare workers' perceptions and practices

The purpose of this study was to examine social workers' perceptions, best practices, and knowledge/skills regarding the academic achievement of foster children. Thirty-three children's social workers participated in this quantitative study. The data were gathered through a self-administered questionnaire created by the researcher.;The results indicated no significant associations between perceptions, best practices, and knowledge/skills. Most respondents agreed that many children they have worked with demonstrate poor academic performance and exhibit emotional and/or behavioral problems in the school setting. Most respondents used best practices when dealing directly with foster children and/or foster parents/parents and less when dealing directly with the school. Most respondents felt that they had a good knowledge base about the educational system to effectively advocate for foster children; however, few had attended training within the last 12 months. The findings suggest a need for ongoing training to enhance social workers' knowledge on the education of foster children.