There are many different approaches to take when educating teachers and advocating for our foster children. If we share too much, will teachers make assumptions? If we don’t share enough, teachers might not be able to help our child flourish.
Some parents feel it is best to share as little as possible. Many times, teachers who are not trauma informed hear they have a foster child in the classroom and suddenly our child becomes the classroom scapegoat. Minor issues—issues every child has—suddenly turn in to “red flags” and, more often than not, expectations are lowered to unreasonable standards.
On the other hand, some parents feel it is best to share as much as possible because knowledge is power. Educating your child’s teacher, telling their story, may help the teacher understand your child’s moods and behaviors in the classroom setting. When we know the “why” behind behaviors they can be addressed in a way that helps create new pathways leading to long lasting behavior change.
We know that parenting, and sharing, is not black and white. Therefore, let’s find balance in the gray area, as we strive to share on a need to know basis. Working together as a team, both at home and in the classroom, creates a sense of “Felt Safety” for our child. It is helpful for teachers to know what triggers to watch for, and what intervention works best, when our child is triggered. Sharing on a need to know basis allows for understanding, for example—“Thursdays are rough because of visits on Wednesdays”.
It is not necessary for teachers to know private details of the birth parents, the case, or how the child came to live with you. Sharing on a need to know basis allows the teacher to have enough information to support your foster child, while simultaneously ensuring that we respect the details of a story that is not ours to share.
