Classroom Supports

Welcome Packet

Many times, foster kids enter a new school in the middle of a school year. Having an extra welcome packet with information about your classroom can help a child adjust to a new school. At the beginning of the year, make some extra copies of documents like syllabi, supply list, classroom website information, online textbook log-instructions, or whatever you hand out to students and parents to help them acclimate to your classroom. Having extras of these on hand will also help any other students who may enter your classroom mid-year.

Names

Be sure to ask a foster child's foster parents what he calls his foster parents. Many times foster parents might go by their first names or aunt or uncle. Or, if a foster child does call his foster parents Mom or Dad, be sensitive to the fact that it may be hard to differentiate between when he is referring to his biological family and foster family.

Proactive Personality

As a teacher of a child in foster care, you may not have access to all of that child’s educational history. He may not even have that. Be willing to be proactive and persistent in asking (and asking again) multiple people for anything you may need. Then, be willing to figure out how to teach this child without those things because you may never get them. It’s ok if you are not sure who to ask. Start with the foster child (when appropriate), then talk to foster parents (because they will probably be your main contact source, if they hold educational rights). And if you are unsure if a need should be addressed by, ask your district’s educational liaison.

Accommodations

Accommodations could be special education accommodations when appropriate or they could be something like allowing a child extra time to get paperwork signed or working with her to find what curriculum she’s mastered already. Be flexible in discipline. Give grace when possible and use your school’s counselor to help when necessary. In being accommodating, keep in mind to create a space where foster kids feel like they are not different.

Guidance in Independence

Give a foster child tools he may need to become independent. Some things include organizational help, study skills, and self-advocating practice. Many times foster children have to be independent before they are developmentally ready. Giving independence tools can help a child go from surviving in necessary independence to thriving, feeling comfortable in becoming a self-advocate. In showing a foster child to be independent, make sure to stress the necessity of asking for help. Being persistent in asking for help is a life skill that will benefit them beyond the classroom.

Friendship Help

Foster kids have experienced so many displacements in their life that they may not know how or may not think it’s worth it to make friends. Connect a foster child to another child during recess or lunch. Or, provide intentional group work activities in a classroom setting. You can even set up a welcoming committee for all new students, so a new student who also happens to be a foster child won’t be singled out.

***What NOT to do***

Please be careful not to announce to the class that this new student is a foster child and needs friends. Use discretion and wisdom when connecting kids to a good friend group.

Special Programs

Because foster children need multiple social connections to succeed, let them know of special programs like after school clubs or tutoring programs. Let foster parents know about community programs available to kids in the school district.

***Special Note***

Sometimes foster parents (really, all parents) may suffer from information overload. It would be helpful to have these programs listed for them to reference if needed. Or, just give them one or two programs you know their child would benefit from.

Privacy

Please be careful about sharing information of foster children. As a teacher, you may become privy to information that must remain private for the protection of the child and those serving the child, like foster parents. Pay close attention to whom he has permission to ride home with or where report cards are sent. Know who holds educational rights. But, keep in mind, while biological parents may hold educational rights (sometimes along with foster parents), that does not mean they are able to know foster parents’ home address or phone number. If in doubt, don’t share information until checking with a social worker.

Special Projects/Assignments

If you have an assignment planned, such as a family tree or getting-to-know you activity, be sensitive to how you approach this with a foster child in your classroom. Modify the assignment for everyone, if possible, so you are not singling out a foster child. Instead of a traditional family tree, allow students to create a connections board with different spheres of influence. Don’t assume a foster child will have access to family history or feel comfortable sharing it. Even consider a birthday celebration board that could have alternative items other than pictures of family or family activities.

Classroom Resources

Add books containing foster care themes to your classroom library. Try to make foster care a part of everyday conversation in a way that does not stigmatize foster care. In the younger grades, students may ask questions of each other and genuinely and innocently not understand what foster care is. Be prepared with an appropriate response. Then, be prepared to talk with a foster child in your classroom and his foster parent to follow up and ensure a safe environment. Older kids may tease a foster kid out of your earshot. If you do sense any bullying, take appropriate discipline measures according to school policy. Then, connect the student who is bullying the foster child with a teacher in the school who is a foster parent or another foster parent who would be willing to talk with her. Knowledge of a system can go along way to promote understanding and harmony among kids in school.