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School engagement is a luxury not often afforded to children involved in the child welfare system. Current definitions of school engagement largely center around three micro-level foci: behavioral, emotional, and cognitive. These definitions rely heavily on the student and their participation in school in prescribed ways that can exclude system-involved youth, leaving little room to consider how life experiences and developmental trajectories interface with how students show up in educational spaces. This perspective of school engagement also lacks socio-ecological considerations that may impact children in the child welfare system, such as frequent school moves, trauma reactions, systemic racism, and insufficient access to structural resources. Each of these influences may affect how a child engages with school and how a school engages with children and families. The purpose of this paper is to highlight the conceptual misalignments of the current approaches to measuring school engagement for youth involved in the child-welfare system and its subsequent implications for practice and research. We present recommendations that may lead to more inclusive and equitable measures of this important "determinant of life success." [ABSTRACT FROM AUTHOR]

School engagement has been identified as a protective factor, mitigating the effects of trauma, and promoting adaptive functioning. However, the ways in which school engagement is measured and understood for youth involved with the child welfare system is limited. This structured review of the literature aims to explore the measurement tools used to assess school engagement for youth involved with the child welfare system with the purpose of identifying the measures most commonly used with this youth population, and determining if there are measures specific to this unique child population. Fourteen databases were searched to identify articles published through March 2020. Articles were included if they, (a) were conducted in the United States, (b) measured school engagement through quantitative methods, (c) the sample was primarily youth involved with the child welfare system. After screening the review yielded 29 articles. All but one of the studies utilized scales that were not created for child welfare populations. The one study that did create a scale for this youth population, utilized scale items from a measure not created for child welfare youth. Results highlight a need to expand the measurement of school engagement to focus specifically on the unique experiences of this youth population. [ABSTRACT FROM AUTHOR]

The Drug Free Schools and Communities Act scale (DFSCA) has been widely used to measure school engagement in studies utilizing the National Survey of Child and Adolescent Well-Being (NSCAW) data. Recent analyses using NSCAW-I suggest that the best use of the DFSCA scale is a three-factor structure measuring emotional, behavioral, and cognitive-behavioral engagement. However, this three-factor structure presented concerns with the cognitive-behavioral engagement construct, warranting further analyses. This study aimed to test the three-factor structure in separate samples, and to test an alternative model that excluded the cognitive-behavioral engagement construct. Using NSCAW-II data, we performed a series of confirmatory factor analyses, to explore the fit of the hypothesized and alternative models across three random samples. We extracted three random samples from the NSCAW-II data, without replication. Each sub-sample represented 20 % of the larger NSCAW-II sample. The samples included children between the ages of 6 and 15 who were involved with the child welfare system due to a maltreatment report. Results indicated that both the three-factor structure that includes the cognitive-behavioral engagement construct, and the two-factor structure that excludes the factor fit the data well. Implications for using these factor structures in future research is discussed. [ABSTRACT FROM AUTHOR]

The primary aim of the study was to investigate the development of psychobehavioral symptoms (internalizing, externalizing, and posttraumatic stress [PTS]) of child welfare–involved adolescents over a 3-year period and to identify predictors of the trajectories. Using three waves of data from the National Survey of Child and Adolescent Well-Being (NSCAW-II), latent growth curve modeling was conducted on a sample of 350 adolescents who were between 11 and 13 years of age at baseline. Findings indicated that adolescents' internalizing symptoms decreased over time, whereas externalizing symptoms remained stable over time. PTS symptoms decreased over time in girls, but not boys. Physical abuse predicted higher levels of externalizing behaviors and sexual abuse predicted a slower decrease in PTS symptoms. Greater child prosocial skills and higher quality of caregiver–child relationship were associated with lower initial levels of externalizing symptoms. In addition, a higher quality caregiver–child relationship and greater satisfaction with peer relationships were associated with lower initial levels of internalizing and PTS symptoms. Findings suggest that intervention strategies should consider gender, maltreatment type, and interpersonal and social skills to effectively prevent the development of psychobehavioral symptoms among child welfare–involved youth. [ABSTRACT FROM AUTHOR]

Research using data from the National Survey of Child and Adolescent Well-Being (NSCAW) have consistently used the scale developed from the Drug Free Schools and Communities Act (DFSCA) to examine school engagement. Although the DFSCA is widely used, no study has examined the factor structure to determine if the scale is best used as a summative score of all items or as a three-factor variable distinguishing behavioral, emotional, and cognitive school engagement. The primary goal of this study was to evaluate the hypothesized factor structure of the DFSCA scale by testing models previously supported in the literature. Using NSCAW-I data, we performed confirmatory factor analysis in a structural equation modeling (SEM) framework. The study sample included 2429 children and adolescents who were between 6 and 15 years of age who had recently been investigated by child protective services due to a maltreatment report. Results indicated that school engagement is a multidimensional concept measuring behavioral, emotional, and cognitive-behavioral dimensions. This model has not been used in studies using NSCAW data, to date. These findings highlight the importance of exploring and understanding the factor structure of instruments before using an instrument in studies. [ABSTRACT FROM AUTHOR]

Public Child Welfare Agencies (PCWAs) may use volunteers in a number of capacities to support improved youth outcomes while addressing resource shortages and promoting positive community relationships. However, no prior research has examined volunteer use in various capacities by PCWAs and the potential outcomes of this use. This qualitative study explores how PCWAs in one state utilize volunteers and the perceived effects of this volunteer use. Qualitative telephone interviews were conducted with representatives from PCWAs in twelve metropolitan counties. Using grounded theory analysis, interview data were thematically coded and organized into a conceptual model depicting the potential effects of volunteer use on agency and child outcomes. Most ( n  = 9) agencies used volunteers, but only four used volunteers in roles where they had direct contact with youth (e.g., as mentors). Respondents described volunteer programs as promoting outcomes in three major areas: community engagement, agency access to supports and resources, and positive youth development. Moreover, respondents described potential connections among these outcome areas, with community engagement leading to more supports and resources, which in turn, promoted positive youth development. Findings suggest that the use of volunteers may help PCWAs to achieve their goals of advancing child permanency, safety, and well-being. [ABSTRACT FROM AUTHOR]

Gaps in academic achievement between minority and White students are well documented in the literature. Research demonstrates that systemic inequities related to race are often the source of the achievement gap. Some reports, however, suggest that the achievement gap is not only due to racial differences, but rather the intersection of race and gender. While these reports use an intersectional approach to examine differences in educational attainment within the general population, this approach has not been tested among maltreated youth involved with the child welfare system. Using an intersectional framework, this study investigated whether race and gender alone or the intersection of race and gender predicted the educational attainment of 429 maltreated youth involved with the U.S. child welfare system. Secondary data analysis was conducted using two waves of data from the National Survey of Child and Adolescent Well-Being (NSCAW-I). After holding household poverty, maltreatment type and severity, and caregiver education constant, race and gender alone did not predict the likelihood of youth completing their education. However, when analyzing educational attainment based on the intersection of race and gender, Black males were significantly less likely to complete their education than White males, White females, and Hispanic females. These results highlight the prevalence of educational gaps for Black males who are victims of maltreatment and illustrates the importance of using an intersectional lens in maltreatment research and practice to identify such vulnerabilities. [ABSTRACT FROM AUTHOR]

Decades of research have consistently shown a link between foster care and low rates of high school completion. Despite the overwhelming knowledge surrounding this association, it remains unclear whether the low rates of high school completion are due to placement in foster care or the maltreatment and other contextual factors that foster care youth have experienced. This study examined the extent to which (a) maltreatment type and (b) foster care placement were associated with the educational attainment of 337 maltreated adolescents. Logistic regression analyses were conducted using two waves of data and the ACR dataset of the National Survey of Child and Adolescent Well-Being (NSCAW). After controlling for academic risk factors related to the adolescents (age, race, and gender), their family (household poverty and parental education), and their environment (community environment), neither maltreatment type nor foster care placement status were associated with subsequent high school completion. Overall, only 58% of the maltreated adolescents reported completing their education. That is about 15% less than the national average at the time data were collected for this study. Results, overall, suggest a need for educational supports and interventions for youth who experience maltreatment during their adolescent years, regardless of maltreatment type and foster care placement. [ABSTRACT FROM AUTHOR]