Learning from the experiences of Indigenous children in care: When placement disruption results in multiple school changes

Sujet(s)

Webinar Presenters

Landy Anderson, Author/Educator, M.Ed.
Speaker
 
Landy Anderson is a senior manager with over 30 years of experience in child welfare. She has worked in several Children’s Aid Societies in Ontario for various departments, including community services; shelter and transition housing; kinship services; and foster care and adoption. Landy is a former Treatment Foster Parent and Licensed Group Home Operator and has supervised staff operated group homes and foster care departments for various child welfare agencies. Currently, Landy is the Senior Manager of Alternative Care at Dnaagdawenmag Binnoojiiyag Child and Family Services, an Indigenous child and family well-being agency in Ontario.
Landy holds a Master of Education with a focus on urban Aboriginal education. Additionally, Landy teaches at her local community college. She has published a book entitled The Foster Parent Survival Guide: How to Navigate the Child Welfare Matrix. To learn more about Landy visit her web site http://www.fosterparentsurvival.com/ or visit her YouTube cooking channel by searching Landy Anderson & Cookie’s Kitchen!
 
 
Cara McGonegal
Moderator
CWLC Collaborator
 
Description
During this training session, participants will review the research findings from Landy’s master’s work, a 2019 Ontario study of 15 Indigenous young people who shared their experiences of multiple school changes while in care. Importantly, the youth research participants provide a framework for how to properly support children in care to start a new school. The study examines the rewards and challenges of starting a new school; ways children prepare for a new school; strategies they use to adjust to a new school; and ways the child welfare and education systems can alleviate the impact of multiple school changes. Participants will review existing research on certain aspects related to children in care such as educational outcomes, the impact of placement disruption, special needs and enhanced academic supports, foster parent support, the importance of having friendships, and the value of extra-curricular activities. Research on Indigenous youth and students that encompasses their experiences, educational outcomes, increased risk of bullying, and culture as a protective factor will also be explored. Finally, research on the importance of students experiencing a sense of belonging at school will be discussed. 
 
Specific learning objectives for this presentation are to:
  1. Gain a better understanding of the impact of placement disruption on the educational experiences of Indigenous children in care;
  2. Become familiar with research related to children in care and Indigenous children/youth;
  3. Be able to identify risk factors for children in care who start a new school; 
  4. Recognize the adjustment indicators of how well children in care are adapting to their new school; and
  5. Learn strategies to minimize the negative aspects of placement disruption on the educational experiences of children in care.