Child and Youth Care Workers’ Advocacy for Foster Children With Academic Challenges in Under-resourced Facilities

Background Child and youth care workers who take care of foster children with special educational needs frequently face significant challenges in navigating the educational system to secure appropriate academic support and advocate for children’s fundamental rights. Purpose This study explored the experiences of child and youth care workers’ advocacy for foster children with academic challenges in marginalised in-house facilities. Research Design A qualitative, single case study was used, and the study adopted a multi-layered lens of Bronfenbrenner’s Ecological Systems Theory and the Trauma-Informed Care Framework to examine how various environmental systems influence the educational experiences of Child and youth care workers and to understand how they tailor their advocacy to meet the emotional and psychological needs of children. Study Sample and Data Collection Data were collected via a focus group interview with six child and youth care workers. Data analysis: Thematic analysis identified four primary themes: (1) Collaborative Relationships with Schools, (2) Experiencing Role Expansion and Professional Strain, and (3) Systemic and Resource-Related Challenges. Results The findings underscore the pressing need for systemic reforms, including increased institutional transparency, caregiver education initiatives, and expanded access to support services. Conclusions The study emphasises the critical need for policies that promote an inclusive and equitable educational landscape, ultimately supporting the developmental needs of all children.