Skolfam is a school-improving intervention for children in foster care. This study aimed to explore the experiences of those who have been working in former Skolfam teams. A qualitative case study was done, and the data was gathered through semi-structured interviews. Nine former team members from Skolfam were interviewed from seven different Swedish municipalities. Theories of implementation and collaboration were used as the theoretical framework, as well as the concept of street-level bureaucracy. The case analysis of the data showed patterns and themes connected to the implementation, application and closure of Skolfam. One of the findings regarded the difficulty of working with a manual, despite it being vital from an evidence-based perspective. In addition, the results showed that the teams had good collaboration. However, there were deficiencies in other levels of the organizations. The reasons for the closure and the consequences for the children in foster care differ as some municipalities nowadays have a new school intervention for these children, while others do not. The main conclusion of this study is that children in foster care need, and have the right to get, school improving interventions.

Background: Placed children have a higher risk of mental illness and negative development but it does not mean one can predict that it will go in a certain way for a certain child. Children belonging to a risk group can do well and vice versa, but it is the community and family care to balance the risk of a negative development Purpose: In this paper, the authors want to draw attention to the problems of children placed children's mental-being. The focus is on three different factors to get a broader picture of what may affect the mental health of foster children. Method: Descriptive literature review of scientific articles and literature. Results: The factors that form the basis of our study is continuous / discontinuous contact with the biological parents, interrupted foster placement and school outcomes for foster children. Theories selected to connect the various factors related theory and risk and protective factors. The results that have emerged show that foster children and young people feel worse than other children and young people who have not been children placed. School results are adversely affected by foster placement which has emerged in our study, and it is of great importance to the social, school, and family home cooperating to act against this. Conclusion: Reports and literature has been quite agree that foster children feel worse than other children in the community. The various factors that the study has highlighted, there was very little empirical data to collect, why did the authors broaden and think internationally. It would be desirable if it could be researched further in this area of ​​research the more there are, the more knowledge is given to social workers who work with disadvantaged children in their everyday lives.