School councilors have the role of advocating for the rights of children in foster care. In addition, Douglas 2013 noted that school counselors may also help stakeholders in this education sector understand why students in foster care feel insecure. Douglas 2013 noted that foster care children feel differently and respond to conditions is unique ways; sometimes, they may display a high level of aggression that limits their social interactions. Similar thoughts are expressed by Douglas 2013, who stated that by helping stakeholders understand factors that influence relationships making foster care children, they might also help them understand strategies that can be used to intervene in different settings where children in foster care may become unsocial.
School counselors have the task of proposing strategies that can be used to manage anger in children who have been placed in foster care. Douglas 2013 stated that school counselors must advocate unique and personalized interventions that can be used to treat and manage various conditions displayed by children in foster care. Douglas 2012 also reported that school counselors have the role of encouraging stakeholders to find strategic ways and approaches that can be used to treat various conditions displayed by children in foster care. This is important because children in foster care have different backgrounds characterized by unique challenges, which might obstruct their willingness to seek help or share it with others. Such encouragement is vital because it helps them develop a strong relationship with the affected children, thereby providing a conducive environment for implementing various interventions.
School-aged children in foster care experience difficulties in managing their behaviors, emotions, and social skills because thy, in most cases, have limited control over their lives. In turn, the unique challenges make the school-aged children in foster care to experience complex experiences that may negatively impact their capacity to manage their behaviors, emotions, and social life appropriately. Unfortunately, difficulties such as the inability to control emotions and PTSD frequently result in loos of interests in social life, lack of interest in education, and community connections. In view of the above complications, school counselors have the duty to offer strategic collaboration with other stakeholders through proper communication to identify behavioral problems in school-aged children who have been placed in foster care. Additionally, school counselors may provide behavioral support to promote positive behaviors among the affected students, thereby helping them participate in positive behaviors, improving their social skills, emotion management, and behavior control. Douglas 2013 also noted that school counselors might be required to train and educate other stakeholders on how to control behavior dysfunction in school-aged children in foster care, provide information about coping skills for different conditions, and interventions that can be used to manage behavior challenges among the affected children. Providing groups, as well as interventions on different topics such as social skills, emotion management as well as problem-solving skills, may play a significant role in promoting positive behaviors among students, which in turn promote strong interpersonal skills that they can use to improve their interactions with other children and counselors (Douglas).
School counselors also have the responsibility of promoting an inclusive learning environment to encourage children’s academic success in foster care. To ensure that students in foster care get access to equal learning opportunities like their peers, school counselors must screen, monitor, conduct planning for their needs, and collaborate with stakeholders in the school, such as teachers, to warrant equal access to learning resources in foster care.