@article{5b1829b8ad04441db6241e9c7211053d,
title = "Educators{\textquoteright} Experiences of an Australian Education Program for Students in Out-of-Home Care",
abstract = "There is growing awareness of how being in out-of-home care (OOHC) can adversely impact children{\textquoteright}s education. Accordingly, a number of programs have been developed that aim to address the educational needs of students in OOHC. This study aimed to explore educators{\textquoteright} experiences and perceptions of an educational program for students in OOHC. The experiences of eight program educators who participated in semi-structured interviews were analyzed using Interpretive Phenomenological Analysis. Results illustrate the need for educators to provide students with individualized support, promote supportive relationships and communicate with stakeholders. The need for supervision and debriefing between colleagues was highlighted. Educator wellbeing and professional development were found to be intertwined with educators{\textquoteright} perceived capacity to support their students.",
keywords = "Children in out-of-home care, education, education programs, educators{\textquoteright} experiences, trauma-informed practice",
author = "Indra Townsend and Reupert, \{Andrea E.\} and Emily Berger",
note = "Funding Information: The TEACHaR program was developed by Anglicare Victoria, an organization funded by government and philanthropic sources (Anglicare Victoria, ). Children in OOHC identified as {\textquoteleft}at-risk{\textquoteright} educationally are referred to the program from the former Victorian Department of Health and Human Services (DHHS) (now known as the Department of Families, Fairness and Housing (DFFH) and OOHC organizations (Anglicare Victoria, ). A team of Anglicare Victoria stakeholders (e.g., researchers, caseworkers, and the CEO) worked collaboratively to develop the program based on empirical evidence (e.g., Cheung et al., ; Wise et al., ) on the needs of OOHC children (David \& Wise, ). The program was designed to address some of the shortcomings of other approaches (Evans et al., ; Forsman, ; Forsman \& Vinnerljung, ; Liabo et al., ) in that it was developed based on a trauma-informed approach. The program aligns with SAMHSA () model of trauma-informed practice by encouraging educators working with students in OOHC to recognize and respond to the complex trauma needs of students in OOHC; providing training for educators to address behaviors related to trauma; and encouraging individualized support for students. Publisher Copyright: {\textcopyright} 2022 Taylor \& Francis Group, LLC.",
year = "2023",
doi = "10.1080/0145935X.2022.2046461",
language = "English",
volume = "44",
pages = "168--193",
journal = "Child \& Youth Services",
issn = "0145-935X",
publisher = "Taylor \& Francis",
number = "2",
}