Self-Regulation and High School Graduation for Youth with and without Disabilities in Foster Care
Saved in:
| Title: | Self-Regulation and High School Graduation for Youth with and without Disabilities in Foster Care |
|---|---|
| Language: | English |
| Authors: | Wendy Cavendish (ORCID |
| Source: | Remedial and Special Education. 2026 47(3):241-250. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Self Management, Students with Disabilities, Foster Care, Graduation Rate, Self Determination, Special Education, General Education, Minority Group Students |
| DOI: | 10.1177/07419325241302408 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | High school graduation rates for U.S. youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504331 |
| Database: | ERIC |
| Abstract: | High school graduation rates for U.S. youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241302408 |
