Journal of Student Research 2023

Journal of Student Research 22 half of foster youth graduate high school in their lifetime (compared to 83% of non-foster peers), while 3-11% of foster youth earn a college degree (Franco & Durdella, 2018). One of the challenges cited by former foster youth pursuing higher education regarding support is the assumption that college-aged youth are adults and independent. While it should be noted that all emerging adults need support when transitioning to post-secondary education, studies show that former foster youth need additional supports catered to their specific needs when starting post-secondary education (Miller et al, 2020). Failure to obtain support can lead to former foster college students feeling isolated, which can result in these students dropping out, enrolling in fewer credits, and obtaining lower GPAs compared to their non-foster peers (Miller et al., 2020). Kearney (2019) found both support as defined by youth and traditional family support are among important factors in foster college students’ success. Family members are vital support systems and can help youth achieve their academic goals (Franco & Durdella, 2018). Although there are former foster youth who succeed in post high school education, this population is least likely to attend college (Hines et al., 2005; Kearney, 2019). The benefits that come from attending post-high school education, such as financial growth and developmental skills learned, could benefit foster youth greatly and assist with the transition to adulthood (Hines, et al., 2005). Furthermore, the summer between high school and post-secondary education (e.g., college) is a critical transition period, and yet responsibility for assuring foster youth have support during this time is currently not required or mandated for either high school or university and college systems. Programs such as First Star, a national charity launched in 2011, provide high school youth in foster care with tools and support for successfully transitioning to higher education and the workforce; however, only those foster youth with connections to such resources through their foster families, schools, etc. have access. Thus, the gap between former foster youth needs and available resources must be addressed, such as being able to stay part of the foster care system past the age of 18 and maintaining stability in care and type of placement (Franco & Durdella, 2018). Mental Health and Well-Being The few studies on foster youth transitioning out of the foster care system and their mental health and well-being (Havlicek et al., 2012; Miller et al., 2020; Stone & Jackson, 2021) shows there is an urgent need to assist and implement ways to help this population. The use of mental health services has been found to decline as one ages but the rate of mental health disorders is two to four times greater among foster youth than their peers who are also transitioning into adulthood (Courtney et al., 2007; Havelick et al., 2013). A study exploring college students’ identity among individuals with foster care histories and mental health challenges stated mental health challenges among youth make the transition more difficult (Miller et al., 2020) as well as their identity development, academic performance, and college retention (Miller et al., 2020). Miller and colleagues (2020) found four themes among foster youth that affected mental health and well-being among former foster college-aged youth, including feelings of otherness, stacking stressors, self-reliance versus support seeking, and improving student experiences on campus.