TPC Journal-Vol 10- Issue 2-FULL ISSUE

178 The Professional Counselor | Volume 10, Issue 2 school counselors can also provide outpatient information to foster families and case workers about local resources and services available to students in foster care. In these cases, it is helpful to collaborate with the designated outpatient counselor to provide the most effective support and generalize learned skills across settings (Landsverk et al., 2009). Conclusion Students in foster care experience a number of barriers and challenges that influence their success in school, both academically and socially, as well as in adulthood. In addition, students in foster care lack the same access to resources and support as their peers, which contributes to gaps in academic achievement, relational success, and overall well-being. By enhancing school climate, planning, providing training to stakeholders, and promoting positive educational experiences, students in foster care can receive the foundational support they need to begin learning. Additionally, by utilizing group counseling, implementing mentorship programs, targeting specific behavior, addressing experiences of grief and loss, and accessing community resources, students in foster care can gain the skills they need to be successful in all areas. Despite the many challenges students in foster care face, school counselors have the opportunity to utilize their unique position in their schools and communities to advocate for these students, reach them through evidence-based interventions, remove barriers to learning, and ultimately equip them with the tools and skills they need to experience greater success. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice , 36 (3), 238–245. https://doi.org/10.1037/0735-7028.36.3.238 American School Counselor Association. (2019). State-by-state student-to-counselor ratio report: 10-year trends. https://www.schoolcounselor.org/asca/media/asca/Publications/ratioreport.pdf Avery, R. J., & Freundlich, M. (2009). You’re all grown up now: Termination of foster care support at age 18. Journal of Adolescence , 32 (2), 247–257. https://doi.org/10.1016/j.adolescence.2008.03.009 Benzies, K., & Mychasiuk, R. (2009). Fostering family resiliency: A review of the key protective factors. Child & Family Social Work , 14 (1), 103–114. https://doi.org/10.1111/j.1365-2206.2008.00586.x Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review , 21 (2), 141–170. https://doi.org/10.1007/s10648-009-9104-0 Boss, P. (1999). Ambiguous loss: Learning to live with unresolved grief. Harvard University Press. Cameron, A. (2013). Choice theory and reality therapy applied to group work and group therapy. International Journal of Choice Theory and Reality Therapy , 32 (2), 25–35. Clemens, E. V., Helm, H. M., Myers, K., Thomas, C., & Tis, M. (2017). The voices of youth formerly in foster care: Perspectives on educational attainment gaps. Children and Youth Services Review , 79 , 65–77. https://doi.org/10.1016/j.childyouth.2017.06.003 Courtney, M. E., Dworsky, A., Lee, J. S., & Raap, M. (2010). Midwest evaluation of the adult functioning of former foster youth: Outcomes at ages 23 and 24. Chapin Hall at the University of Chicago. https://rhyclearingh ouse.acf.hhs.gov/sites/default/files/docs/18690-Midwest_Evaluation-Outcomes_at_Ages_23_and_24.pdf