Introduction

Foster care services are designed to meet the needs of children and adolescents up to the age of 18 who are at risk in their own parents’ homes due to poor or dysfunctional parenting (D’Amato & Brownlee, 2022). The possibility of removing a child from their parents arises when parental incapacity, violation of the child’s best interests, and/or the inability to guarantee the child’s safety or well-being are evident.

(Leloux-Opmeer et al., 2016). Foster care ensures round-the-clock support for children by arranging placements with either relatives (referred to as kinship care) or non-relatives in family foster homes, or residential group settings, commonly known as congregate care (Font & Gershoff, 2020). Research on foster care parents’ personal perspectives, specifically regarding their relationship with the school and the education system, is very limited resulting in a knowledge gap. As such, the present study focused on the experiences and challenges of foster parents and their coping with the educational system in which their foster children are enrolled.

Foster care services in Israel

The use of foster care services in Israel has gradually increased over the past decade, and became the preferred alternative to residential out-of-home placement, particularly for young children (Szabo-Lael, 2017). Foster care services in Israel are overseen by the Ministry of Social Affairs and Services. Accordingly, the Ministry supervises and funds the foster care system, including recruiting, preparing foster families, and providing ongoing supervision (Service for Children & Youth, 2014). Foster care is a temporary arrangement until children find a permanent home through reunification, adoption, or upon turning 18. Foster care arrangements often become long-term, and it is not common for children to be returned to their biological homes (Huss & Englesman, 2017).

A family wishing to join Israel’s foster care services must meet the following criteria: The parent’s age must not exceed 55, the age gap between foster parents and a young child is limited to 43 years, in order to allow future adoption by the foster parents if the child is unable to return to their biological parents; good health of both partners; lack of criminal record; stable marital and family ties; economic stability; and the ability to contain an at-risk child. A foster family that joins the service is accompanied by a foster care facilitator – a social worker on behalf of the operating organization – who supervises the quality of care provided to the child in order to provide them with a safe and stable environment (Sorek et al., 2014).

By illuminating their perspectives, it is hoped that this study will offer an in-depth understanding of foster parents’ challenges and contribute to the existing literature on the support system for this population. The study could inform policies and practices, enhancing the experiences of foster caregivers and the integration of foster children in their homes and the schools in which they are enrolled.

Foster parents: the role and its challenges

The role of foster parents is challenging and complex (Dowdy-Hazlett & Clark, 2023). In addition to dealing with welfare agencies and the child’s biological family (Lanigan & Burleson, 2017), they must care for a child who has been traumatized, abused, or neglected (Kaasbøll et al., 2019). Studies found that children and young individuals in the foster care system frequently exhibit complex mental and behavioral health challenges stemming from the distress of abuse and the separation from their families (Dubois-Comtois et al., 2021). Approximately 90% of children in foster care are believed to have encountered a traumatic incident, with close to half indicating exposure to four or more distinct forms of traumatic occurrences (Storey & Fletcher, 2023). The emotional and social challenges faced by foster children compared to non-foster children increase their risk of dropping out of school, substance abuse, and health problems (Villagrana et al., 2018).

Foster parents receive basic training that aims to provide the knowledge, skills, and support required to develop a positive parent-child relationship. That said, the wide range of emotional and behavioral problems that foster parents may face cannot be thoroughly addressed in such training (Kaasbøll et al., 2019). A study identified that foster parents often lack the necessary resources and support when confronted with challenging situations. They reported a desire to be involved and to cooperate with welfare professionals, and wished to be recognized as a significant person in the child’s life (Cooley et al., 2017). Another study highlighted that these caregivers are frequently deprived of pertinent information due to confidentiality measures, such as legal restrictions or agency policies, which are intended to safeguard the child’s privacy but can inadvertently limit the caregivers’ ability to fully understand and respond to the child’s needs (Dorsey et al., 2014). Moreover, parents sometimes feel that they are not part of the team and are not involved in decision-making processes (Leathers et al., 2019).

The care provided by foster families to the child and the nature of their relationship have a clear impact on the child’s well-being and future (Carvalho et al., 2021). Training foster parents is crucial in order to help them develop various skills that assist them in coping with their raising a foster child (Cooley et al., 2017).

Foster parents and the educational system

Studies on foster parents and their interactions with the educational system remain scarce. A systematic review examined studies pertaining to the role that caregivers play in supporting the education of the children they care for indicated that when the involvement of caregivers in children’s schooling leads to higher academic achievement. According to O’Higgins and Gardner (2017), the qualities and characteristics of caregivers may act as a protective factor, helping children succeed.

Recent studies which examined the interactions between foster parents and teachers, administrators, principals and guidance counselors underlined the value of all agents working consistently to help foster children meet academic, social, and emotional tasks (Levkovich et al., 2023; Martinez et al., 2020; Stapleton & Chen, 2020). This corroborates a study, conducted in Massachusetts, which explored academic challenges and supports for foster youth. Interviews with teachers, foster parents, and former foster youth revealed the importance and impact of foster parents’ involvement with the school, as well as their academic expectations on foster youths’ success (Moyer & Goldberg, 2020). The study also revealed that teachers did not take foster parents’ perspectives seriously nor did school officials treat them with the respect that biological parents received. The strained school relationship stood in stark contrast to the foster parents’ need to be recognized as significant figures in the child’s life. According to the study, teachers often had lower expectations of foster care students than of other students their age. The researchers posited that this was in contrast to foster parents’ desire for their foster children to be treated equally.

Studies found that positive social relationships, interactions and support from schools have an impact on a foster child’s integration and academic progress and success (Khambati et al., 2018; Stapleton & Chen, 2020). Specifically, teachers play a crucial role in establishing trust, providing support, and addressing the unique challenges faced by foster children (Stapleton & Chen, 2020). Promoting positive relationships between foster children, their schools, and all caregivers seems crucial for the academic success and well-being of foster children. A framework for examining trauma in foster youth in the public education system in the U.S. revealed the failure of educators to recognize trauma symptoms in foster youth, leading to misinterpretations of their behavior (Storey & Fletcher, 2023).

Given the high prevalence of trauma among foster children and the challenges they face in the educational system, it is crucial to study foster parents’ roles. Understanding foster parents’ perspectives, knowledge, and strategies can provide insights into better supporting these children. By focusing on foster parents, we can bridge the gap between home and school environments, ensuring a more holistic approach to addressing the trauma-related needs of foster youth.

Currently, there is very limited research on foster parents’ experiences and perspectives regarding their roles and interactions with the educational system in which the foster child is enrolled. In addition to examining foster parents’ perceptions of their coping with the child’s integration into their family, the current study aims to explore their experiences with the child’s placement in a new school. Exploring foster parents’ views on school interactions and children’s integration can reveal their needs, enhancing their experiences and support for foster children. This research could also inform professionals improve foster parent recruitment and support.

Research question

What are the experiences of parents raising foster children?

Research Sub-questions.

  1. 1.

    How do foster parents cope with their foster child?

  2. 2.

    What are foster parents’ expectations and experiences with the child’s school?

  3. 3.

    How do they cope with the child’s school and educational framework?

Method

Using a phenomenological paradigm, this qualitative study focused on the personal experiences and perceptions of foster parents after taking a foster child into their homes (Creswell & Poth, 2018). The goal of qualitative research is to discover the way different people experience and interpret reality (Vagle, 2018). This approach enables an in-depth understanding of the phenomenon under study, via the meaning study participants assign to it. In the current study, this research method made it possible for the researcher to become acquainted with the world of parents who serve as foster parents, and to examine in depth how they experience the foster care process as well as their relationship with the educational staff at their foster child’s school.

Study participants

Purposive sampling, a sampling method intended to create a diverse sample that demonstrates the variation within the study population, was employed to present a comprehensive picture of the subject under study (Creswell & Poth, 2018). Participants in the study were aged between 42 and 64 years, with 8 females and 7 males represented. The sample was socioeconomically diverse, covering low (5 participants), middle (7 participants), and high (3 participants) categories. Educational attainment was similarly varied, with 5 participants having completed high school, 7 holding bachelor’s degrees, and 3 possessing graduate degrees. The foster parents were raising at least one foster child between the ages of 6 and 11, who was attending elementary school at the time of the study. Inclusion criteria for the study were that foster parents should not be biologically related to the child and should have had experience as foster parents within the last decade, specifically for children aged between 6 and 11.

Research tools

Data collection was carried out through semi-structured in-depth interviews (Vagle, 2018). The advantages of using semi-structured in-depth interviews are the flexibility that this tool allows and the ability to ask spontaneous questions that arise during the interview. The purpose of the interviews was to understand how foster parents experienced the foster care process, as well as their role and their relationship with the educational staff in the schools attended by the foster children. The interview guide was developed based on an extensive review of literature in the field, focusing on key themes and research gaps identified. Examples of questions that appeared in the interview guide are: How do you define the role of foster care? What helps you cope with the school system while raising a foster child? How do you think the foster child can be helped at school? The guide underwent preliminary testing through a pilot phase with a small sample of foster parents and making necessary adjustments based on their feedback and alignment with the research objectives. This iterative development ensured that the guide was both empirically grounded and contextually relevant for capturing the nuances of foster parents’ interactions with educational systems.

Research procedure

The study was approved by the Ethics Committee at the author’s college (Approval Number 5,321,150). Participant recruitment was conducted via social media networks, including platforms specifically dedicated to foster parents, and adhered to ethical guidelines to ensure informed consent and confidentiality. Interested individuals were initially contacted either online or via telephone. Subsequent interviews were scheduled and conducted using a secure online platform or at a location chosen by the participants, prioritizing their comfort and privacy. Before commencing each interview, participants were briefed about the study’s purpose, research objectives, as well as the role and contact details of the researchers, and the overall interview process to ensure clarity and full informed consent. They signed consent forms and were informed that they could decline to answer any questions and exit the study at any point.

Participants completed a sociodemographic questionnaire to provide context for the data interpretation. The interviewers were both females with doctorate degrees and well-versed in qualitative research methods. Before engaging with the participants, they critically examined their own identities, social backgrounds, and preconceptions, contemplating how these factors might influence their interactions with the interviewees. No pre-existing relationships were present between the researchers and the participants. Data saturation was discussed and determined to have been reached after conducting 15 interviews. Each interview lasted approximately one hour, was audio-recorded with consent, and subsequently transcribed verbatim for analysis. The researcher rigorously followed established criteria for qualitative inquiry’s rigor and reflexivity and meticulously filled out the COREQ checklist for qualitative reporting (Tong et al., 2007).

Data analysis

Data analysis began with a holistic reading of each interview to identify overarching themes. Open coding was then used to thematically classify paragraphs, allowing codes to emerge directly from the text (Creswell & Poth, 2018). The researchers examined each transcript line-by-line to capture initial units of meaning. Subsequently, a constant comparison process was used to consolidate smaller codes. This integrated inductive and deductive reasoning, guided by the researcher’s knowledge of the literature (Hyde, 2000). Finally, core themes were conceptually reordered and contextualized, enabling the generation of abstractions and interpretations (Shakedi, 2003). The transcription and data analysis were performed in compliance with the COREQ Checklist to ensure methodological rigor (Tong et al., 2007).

Trustworthiness

The trustworthiness of the study was enhanced through several mechanisms. Initially, interviews were transcribed word-for-word, allowing for a return to the source material as needed. To mitigate the potential biases of the researchers having a single investigator, consultation with an external researcher knowledgeable in the field was conducted for an independent review of the data. In instances where discrepancies emerged, the researcher revisited the full transcript to reconcile divergent viewpoints. Reflective practices were consistently employed to set aside and bracket researcher biases, values, and preconceptions throughout the study (Brinkman & Kvale, 2015; Creswell & Poth, 2018). The quotations chosen are representative of the broader interview content and were translated from Hebrew to English. This translation was verified for accuracy by two native English speakers, one of whom is a certified translator (Anney, 2014).

Findings

Three main themes regarding the experiences of foster parents were found.

Theme 1: “My dream was to be an anchor for a child”: Foster parents’ perceptions of their role in the foster care process

Participants described that before entering the foster care process, they had certain expectations/fantasies and a strong desire to give and contribute to others. Additionally, they often used words such as rescue, dream, and ideals as a way to describe their expectations before entering the process. The foster parents described various reasons, including past events, that led them to enter the foster care process.

[I] always had a desire to help and save children. My little brother attended a boarding school and it was very hard for me as a teenager to know that my brother could not live at home for all sorts of reasons. Beyond that, I went through fertility treatments for a few years and when I saw that it wasn’t working, we started thinking about foster care. It is one of the most significant things I have ever done in my life (foster mother, 64).

However, participants also brought up their dilemmas and considerations in making the decision to serve as a foster family. Among them, participants took into consideration the possible consequences for their biological children of taking in a foster child. That said, sometimes their biological children even played a central role in encouraging the parents to make the final decision.

I know what it’s like to have foster siblings. My biological parents took foster children in. I was their big sister. I waited for my children to be old enough to have younger siblings. As soon as they reached a mature enough age, we felt ready to become a foster family (foster mother, 53).

After making the decision to serve as a foster family, participants had to prepare their environment, family, and home for the foster child’s absorption. They described this preparation as being accompanied by fears and questions about the unknown. They also described a sense of uncertainty and apprehension alongside excitement and anticipation. Some of them simulated ideal/happy scenarios alongside difficult and complex ones, as part of their mental preparation for the new and unfamiliar situation.

[I…] recall telling my young [biological] daughter that such a child is very unsure of love and will check time after time to see that we are really stable and stand behind taking the child in. We have talked a lot about this topic (foster father, 51).

The child’s integration into the foster family was described by most of the participants as a positive experience, and a meaningful bond was established between them. Participants spoke of the child’s sense of belonging and security in the process of building the relationship. It was evident that participants showed dedication, responsibility, and commitment to these foster children. They fully participated in raising the children and expressed a desire to help them acclimate to the new home.

Various checks to see whether she is loved as the other children are, if she is equal to all the other children […] She still really wants attention, she really wants a hug, kisses, and touch. Lots and lots of touch […] But overall, I think she fits in really well, feels very at home and feels very safe (foster father, 51).

Theme 2: “Every day brought new challenges”: complexity and challenges in the foster parent role

Participants said that from the moment the foster child entered their family, there was a journey of mutual “adjustment.” This adjustment brought to light the foster child’s past difficulties. The testing of boundaries led to feelings of frustration and anger on the part of the foster parents, but allowed the foster children to feel safe in their new home:

She has brought us very much to the edge of what we do allow and what we do not allow. And everything we did not allow her to do led to her disappointment and very great anger […] There was one Sabbath when [the girl] did not come home when she knew she had to. Judging by such things, as well as the outbursts, I think this was her way of testing the boundaries (foster father, 52).

One of the main challenges described by participants was dealing with the previous trauma experienced by the foster children prior to their arrival in the foster family. Participants spoke of sexual and physical abuse and moving between foster homes – making it difficult to build trust – as well as previous neglect and abandonment. Participants helped their foster children cope with these difficulties, describing the effects of past experiences on their life in the new home:

In a previous foster family, the father beat her up. She complained to the social workers, and she continued complaining and insisting, until they finally removed her from that situation (foster mother, 42).

Participants described the sense of uncertainty they had about the future and about their continued relationship with the foster children. Foster care by nature is defined as a temporary solution and, as such, foster parents experience much uncertainty. Participants described seeing their foster child as an inseparable part of the family, but the uncertainty that characterized the foster care experience overshadowed and complicated the process for them.

The main issue for me in the whole foster care story is the sense of uncertainty. You are in a situation by choice that you have no control over, and you have to know how to be in this place without going crazy; it could end tomorrow – how can you live like this? (foster mother, 44).

Participants said that this feeling of uncertainty sometimes made it difficult for them to build a relationship with the foster child and affected the bonding process with them. They also said the situation was confusing for the foster children, and sometimes involved a loyalty conflict between their biological and foster parents. This conflict was also experienced by the participants, in terms of their mixed feelings toward their foster child’s biological parents.

The [biological] mother would sometimes call and tell the child: “I’m fighting [for you], I’ll get you out, I’ll take you.“ [This] on the one hand, and on the other hand, she did not come for visits or anything, and it made us all insane […] We saw that the girl was constantly fighting over who to be loyal to (foster mother, 57).

Foster children with special needs presented another challenge for participants. Most said that their decision to take in a child with special needs was conscious and characterized by the full intention to help the child. Participants spoke specifically of developmental difficulties, mental disorders, cognitive difficulties, and health problems. Such issues clearly required a large investment of time and energy. That said, most of the participants described positive changes that occurred as a result of the treatment the children received:

Because the child had special needs and health problems, and breathing problems because he was premature, every day […] we were at the hospital. Every day for a different treatment […] When you look at the child […] who was supposed to be in a wheelchair and you see him dancing, you cry […] and you think where things could have ended up (foster mother, 61).

As part of the overwhelming and complex foster care process, participants experienced a range of emotions as well as physical and mental fatigue, moments of crisis, stress, and pain. The challenges that regularly came up often tested their emotional equilibrium.

When she was admitted to the hospital, I felt I also could very well end up in Geha (a nearby mental health facility). Then I would be able to tend to my own mental health while still be there for her as well (foster mother, 48).

Some participants described situations in which the foster care failed, and the foster children were placed in an alternative framework. When foster children fail to integrate into a new family and foster parents realize they cannot continue to raise the foster children, the process stops. Participants shared the pain and sense of failure/loss associated with such an experience. Their fantasy is essentially shattered in the face of the difficult reality of the situation, and they may go even through a mourning process:

She had serious problems, and they decided to put her in a closed framework […] They call it foster care collapse […] After she left, we experienced a year of mourning. As if we lost a daughter… It was really hard. I felt like a failure, even though we weren’t responsible (foster mother, 45).

Theme 3: “I felt the system didn’t even see me”: coping with the school

When foster children arrive in foster care, they are integrated into a new school, and foster parents choose this school. Sometimes this choice is based on previous familiarity (i.e., it’s the school where the foster parents’ biological children go) and sometimes they find a framework to suit the particular needs of the foster children.

At first, I put the child in the school where my [biological] children studied, I know […]. But when you have non-normative children, pardon the expression, you find that you need counselors and principals and an entire educational team” (foster mother, 53).

Some parents described consistent and fruitful contact with the educational staff. They were pleased with the staff’s conduct and the way the foster children were integrated into the school. They could feel the staff’s cooperation and interest and felt that working together contributed to the child.

I have a deep and meaningful connection with the school, including the principal, teachers […] and the school counselor. I feel fully supported and well-assisted by them. They regularly communicate with me, sharing both positive and challenging aspects, seeking my input and help where necessary (foster mother, 61).

However, other study participants described with disappointment the conduct of the educational staff and the way in which foster children were integrated into the school:

At school, they [the staff] dealt with the foster care facilitator all the time [instead of with me]. I felt the staff didn’t even see me, the teachers, the principal […] Instead of receiving support and tools on how to take care of the child, they simply ignored me […] They never spoke to me; even in meetings they spoke right over my head (foster mother, 57).

Some participants also felt disappointed in the foster child’s lack of social and academic integration into the school, and most described the learning gaps that had to be overcome. Some participants felt the children had not received proper assistance at school:

It was a challenging experience for us because we felt the teacher lacked understanding of what [the foster child] was facing. It seemed as if the teacher considered [the foster child] just another student and overlooked her entirely. The school failed to recognize that she was a unique individual with a complex life story. I feel that significant improvements must be made (foster father, 47).

Discussion

The primary objective of this study was to closely examine the experiences of foster parents after the placement of a foster child, focusing particularly on their coping mechanisms and strategies for navigating the child’s school environment and educational systemThe main findings show that prior to the arrival of the foster child, participants had fantasies of saving the child and improving their quality of life. After the child’s arrival, there was a period of mutual adjustment, during which both parents and child contended with various difficulties and challenges in terms of the child’s integration into the family. A major challenge for participants was working together with the staff of the foster child’s school.

Participants described the process before the foster child’s arrival as well as their feelings upon the child’s arrival. They cited the reasons they chose to become foster parents, with the most prominent one being the desire to help and even save a child. This finding aligns with a previous study finding– namely, that altruism is one of the main reasons people choose to become foster parents. Such individuals want to help a child in distress by integrating them into their nuclear family (Friedman, 2019).

In the current study, the participants described positive feelings about the foster care process. This finding also aligns with previous findings in the literature, which showed that when the child first comes into the foster family and begins the adjustment process, foster parents express affection and appreciation for the child, establish boundaries for them, identify their strengths, conduct joint activities, and successfully calm them in stressful situations (Sorek et al., 2014). A possible explanation for parents’ positive feelings about the foster care process is the satisfaction and inner reward they feel, stemming from loving and affectionate interactions and relationships with the foster child. Furthermore, Sorek et al. found that a sense of success and competence stemmed from the development of the relationship with the foster child and the shared language between them. During the period of adjustment, numerous foster parents encounter the task of reconstructing situations from the foster child’s past. Additionally, they must navigate the child’s testing of boundaries until a strong connection and trust are established between them. The success of foster care has been linked to foster parents’ capacity to communicate verbal messages of acceptance to the foster child within the family (Sorek et al., 2014).

Alongside the positive aspects, coping with foster children also presents quite a few challenges, as were described by the study participants. When children first come into the foster family, they express distrust and insecurity due to their past experiences in their biological families. Participants said that the foster children entered their families after experiencing various traumatic experiences and, as a result, the foster parents had to deal with the children’s suspicious and hesitant behavior to let their guard down, which included repeated boundary-checking. The foster parents thus had to invest a lot of resources, such as time, emotional energy, and the ability to “contain” the children. These findings align with previous findings, indicating that children in foster care are vulnerable due to past events they have faced. As a result, these children consume more services than does the average child, including health services, developmental follow-ups, mental health services, social services, and educational services (Ćwirynkało & Bartnikowska, 2020; Dalgaard et al., 2023; Kaasbøll et al., 2019). Therefore, the degree of parental emotional investment and commitment required is great and fraught with difficulties (Dalgaard et al., 2023; Jacobsen et al., 2018; Miko et al., 2023). A qualitative study conducted in Australia, in which the coping methods and self-care resources of eight foster parents were examined, highlighted the high physical and emotional toll of foster parenting due to the constant exposure to behavioral symptoms related to foster child trauma (Miko et al., 2023). Additional studies have likewise described foster parents’ difficulties, exhaustion, and burnout (Hannah & Woolgar, 2018). Foster parent training must therefore be broad enough to help them develop skills such as directly caring for the foster child and coping with the challenges of their own jobs and careers, with the help of foster care systems (Cooley et al., 2017).

The gap between the initial fantasy of taking in a foster child and the reality of actually doing so has been documented in the literature (Lanigan & Burleson, 2017; Steele, 2018). This phenomenon corresponds to family systems theory, which proposes that adding a new family member causes a period of instability and imbalance in the family unit in which relationships, rules, and roles are adjusted (Minuchin, 1974). Many foster parents gradually become disillusioned and realize the complexity of the foster parent role. The rescue fantasy crashes in the face of reality and leads foster parents to feel drained and occasionally helpless (Lanigan & Burleson, 2017).

The findings of the current study revealed that foster parents expressed a strong desire to establish a profound emotional connection with their foster children. They were motivated by a deep inner conviction that their efforts would significantly contribute to their children’s positive adjustment and overall development. The literature indicates that children who have endured abuse and neglect may encounter difficulties when establishing secure relationships with caregivers, including foster parents. A study in which the attachment patterns of 62 adolescents with their biological and foster parents compared with a sample of 50 adolescents from families in normal-risk revealed that a stable and supportive relationship with foster parents could change the trajectory of these children’s development (Joseph et al., 2014). These findings are consistent with the findings of the current study and are in line with attachment theory (Bowlby, 1982). The theory holds that early experiences of abuse and neglect in attachment relationships will be internalized by the child and influence ongoing interactions with the therapist and the child’s psychological adjustment (Joseph et al., 2014).

The uncertainty about when foster care ends and children return to their biological families was one of the challenges described by the foster parents in the present study. Because foster care is defined as a temporary solution, both parents and children know that it can end without warning (Shklarski, 2019). Uncertainty surrounding when foster care ends and the potential return of children to their biological families can create a dynamic and emotionally complex “dance” of family bonding and dissolution, and foster parents can experience significant grief over the loss of their foster children when they leave the foster home. A study that examined the experiences and feelings of 43 foster parents revealed that when the child left the foster home, the foster parents experienced significant grief over the loss of their foster children (Hebert et al., 2013).

Regarding the way foster parents cope with school frameworks, most of the study participants said that in their view, the schools hardly even saw the foster children. Studies show that teachers often do not even know that one of their students is a foster child (Ćwirynkało & Bartnikowska, 2020). The participants in the current study, for their part, noted that they believed in the importance of their being involved in their child’s school, due to its substantial effects on the child’s academic and general functioning. Parent-teacher relationships are defined as the work of parents and teachers together for a common goal, which is to help students succeed (Mires et al., 2018). A study in which the perspectives of both school staff and foster families were examined, revealed that mutual interactions cultivated continuous collaborations, enhancing engagement and trust (Haines et al., 2015). Parents are more involved in the school if they feel they have the resources required for participation, if they feel welcome at the school, and if they perceive their role as helping the children complete learning tasks (Park & Holloway, 2017). Consequently, the participation of foster parents could improve children’s learning attributes (social and academic self-efficacy, self-regulation, and innate motivation to learn), which could potentially improve their academic achievement (Boonk et al., 2018).

Moreover, findings in the present study revealed disparities in foster parents’ feelings toward the educational staff. A few parents described a consistent and productive relationship with the educational staff. These parents cooperated with the educational staff and were pleased with the way the foster children were integrated into the school. Other parents, however, described being disappointed in the educational staff’s ability to communicate with them and integrate their foster children. These parents had expected the school to provide a greater response to the foster children’s difficulties and were disappointed that they did not receive it. This finding is similar to a study conducted in Poland, it was found that many foster parents experienced difficulties in integrating a foster child into school. They felt that teachers did not adequately help foster children in the school, were unaware of their special needs, and did not understand their problems. On the other hand, some parents in that study described successful cooperation with the educational staff (Ćwirynkało & Bartnikowski, 2020).

The current study revealed that foster parents face significant challenges in establishing a positive parent-teacher relationship, which may hinder the potential for positive outcomes in the child’s education. However, in the context of foster families, the parent-teacher relationship is particularly at risk for four main reasons: (1) high mobility rates between schools, which is generally less of an issue for adoptive parents who usually provide a more permanent home; (2) lack of important knowledge about the child’s background and history, which is often better documented or known in adoptive situations; (3) inconsistencies in advocacy and supervision of the child’s education; and (4) poor communication between foster parents and teachers. Unlike adoptive parents, who often have the legal status and time to build sustained relationships with educational institutions, foster parents typically navigate a more complex and less stable set of circumstances. Foster parents are generally less involved in a child’s education than parents raising their biological or adopted child and are often more concerned with managing behavioral problems than supporting the educational context.

In the absence of the most basic information about these students, teachers and principals are not qualified to help them emotionally or academically. At the same time, if the foster care system, school staff, and community members can engage in a dialogue about the specific needs of students who are coming from a foster care situation, the door to academic success can open wide to this population (Morton, 2016). The current study demonstrated that when school staff and parents worked together, parents felt positive about integrating the foster child into the school.

Limitations of the study

Although the current study provides rich, personal insights into the phenomenon at hand, the limited number of participants restricts the findings’ generalizability. Additionally, variables such as age differences between foster parents, type of foster care, or the nature of relationships with biological parents were not considered, potentially affecting the foster parent-child relationship quality. Furthermore, the study’s Israeli context may limit the direct applicability of its findings to fostering and educational systems in different countries, given potential variations in cultural norms and policies. Although the current study provides rich, personal insights into the phenomenon at hand, the limited number of participants restricts the findings’ generalizability. Additionally, variables such as age differences between foster parents, type of foster care, or the nature of relationships with biological parents were not considered, potentially affecting the foster parent-child relationship quality. Furthermore, the study’s Israeli context may limit the direct applicability of its findings to fostering and educational systems in different countries, given potential variations in cultural norms and policies. An additional limitation of this study is its focus solely on foster parents, excluding adoptive parents. While foster parents often navigate more complex and less stable circumstances compared to adoptive parents, who typically have the legal status and time to build sustained relationships with educational institutions, the study does not provide a comparative perspective. This leaves room for future research to explore these differences. The affiliations to different foster care organizations could also have affected the results, due to procedural variations between these organizations. Lastly, the online interview format might have constrained some participants’ ability to articulate their experiences in depth, potentially influencing the study outcomesThe affiliations to different foster care organizations could also have affected the results, due to procedural variations between these organizations. Lastly, the online interview format might have constrained some participants’ ability to articulate their experiences in depth, potentially influencing the study outcomes.

Practical recommendations

The current study underscores the need for a complete understanding of the experience and requirements of foster parents so that they can effectively cope with the complexities of their role. A multisystem approach is needed to support foster parents, encompassing professional, social, emotional, and practical aspects. Such support mechanisms, if properly integrated into policies and adequately funded, could enhance foster parents’ satisfaction, reduce burnout, and optimize their caregiving. It is essential to implement specific training programs, allocate adequate resources for support, provide coaching and mentoring, establish formal and informal support systems, and offer counseling services.

The participant narratives vividly illustrated the ongoing challenges and dilemmas experienced throughout the foster care process, underscoring the crucial requirement for unwavering parental guidance provided by social services. To create an optimal foster care experience for all parties involved, fostering a partnership approach with social services is essential. This approach involves actively involving foster families in the planning and execution of programs aimed at enhancing the overall foster care journey, thereby ensuring the well-being and success of the children and families in the system.

The research sheds light on the constructive influence of collaborative efforts between school staff and foster parents. This partnership not only strengthens the teacher-child relationship by fostering sensitivity towards the unique circumstances of foster children but also fosters the successful integration of these children into the school system. Moreover, it significantly contributes to their academic and mental well-being. Given these compelling findings, it is highly advisable to encourage schools to actively engage and cooperate with foster parents. Undoubtedly, this collaboration plays a pivotal role in enhancing the overall outcomes and well-being of foster children.

Conclusion

In summary, this study delves into the relatively underexplored area of foster parents’ interactions with schools and educational systems in Israel, offering valuable insights into their lived experiences and challenges. Despite limitations such as a restricted participant pool and unexplored variables, the findings hold considerable implications for both policy and practice. A multisystem support approach for foster parents—comprising professional, emotional, and practical dimensions—emerges as essential. This research also highlights the transformative potential of effective collaboration between foster parents and school staff in enhancing both academic and emotional outcomes for foster children. To this end, the study recommends integrated policy initiatives, specialized training, and active engagement from schools as actionable pathways. These findings not only enrich the existing academic discourse on foster parenting but also offer meaningful directions for future research and intervention strategies.