"Seen, Heard, And Valued": Examining How Administrators, Teachers, and Foster Families Collaborate to Support Young Children in Foster Care

This study explored how administrators, teachers, and foster families collaborate together to support young children in foster care by analyzing the relationships between them. Participants were three educators, three foster families, and three administrators. Interviews with open-ended, semi-structured questions concerning their support of children in foster care were conducted with the participants. The themes that emerged were: collaboration, training, access, and connections. The sub-themes that emerged were: trauma, trauma-induced behavior, and services. Results are discussed in terms of implications for research, theory, and practice among educators, administrators, and foster families in their support of children in foster care