Abstract
This study presents data collected from stakeholder groups from one large district in the greater Sacramento area of Northern California to examine barriers foster youth with disabilities face and supports and services that are beneficial for these youth to successfully earn a high school diploma and graduate high school. The current qualitative study investigated experiences and viewpoints of district educational liaisons, special and general educators, foster parents, and a former foster youth. Data from the interviews indicate that the frequent moving from home to home and multiple school placements has a significant impact on the ability for a foster youth with disabilities to successfully complete the necessary requirements to earn a high school diploma. All stakeholder groups emphasized the need for counseling, support, and compassion from caregivers, school personnel, and other support providers to help cope with trauma and other mental health needs experienced by the foster youth. All stakeholder groups talked about the variety of supports and services, such as tutoring, counseling, independent living skills, stable home placement, and advocacy, that would aid in the promotion of a successful school experience. Implications for practice are discussed and further research into the educational experiences of foster youth with disabilities are suggested.