Dlamini, Nombuso2016-09-202016-09-202015-12-072016-09-20http://hdl.handle.net/10315/32165Children in foster care are students that require their needs to be identified and their concerns to be addressed; consequently educators need to understand these needs in order to help students become successful. This study gathered information about the experiences of children in foster care to identify ways in which schools can become advocates for those children and to inform teaching practices. The study asked questions about the social and academic needs of children in foster care and the ways in which these impacted their learning experiences. It also examined barriers and facilitators for inclusion, and the ways in which educators could provide students living in care with a classroom environment that would aid them to succeed academically and develop socially. This research draws data from six participants who had lived through the foster care system in Vancouver, British Columbia. The findings suggest that for educators to provide students with the classroom environment that is conducive to success, they must be aware of, and prepared to address the challenges their students face, and provide them with needed emotional and educational support.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.EducationElectronic Thesis or Dissertation2016-09-20Children in foster careEducational outcomes of children in foster careSchools as advocatesNarrativesEducators as advocatesSupportive classroom environments