The purpose of this study was to explore the academic outcomes of foster children in the United States foster care system. The research question was: How do school systems support children in foster care? This study also noted factors that may impact this population’s academic journey and success. The research indicates that it is important that foster children receive the support they need to create and grow relationships with their peers, teachers, and other school faculty (Lips, 2007). It has also been shown that students in the foster care system may need to receive more support than the traditional student and this support may need to come from a variety of angles rather than just tutor-like support (Altshuler, 1997). This study was a qualitative study with a phenomenological approach. Participants included one principal, one foster parent/behavioral health family partner, one school psychologist, and two teachers within two separate suburban elementary schools located in the Central Massachusetts area. Data was collected through interviews with these participants. The researcher developed and presented eight to 12 interview questions to each participant depending on their role. The findings of this study suggest the inconsistency between school contacts and state foster care contacts have been a challenging aspect for the school employees working with foster children. It was also found that schools need trauma educated and trauma knowledgeable individuals in order to provide the most helpful support for this population.

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