This study examined former foster youth’s perceptions of the skills and services they received while they were in the foster care system. More specifically the efficacy of these services, and what services and skills they believed would have been helpful to assist them in their transition into independent living. A qualitative design was used, and semi-structured face-to-face and telephone interviews were conducted with ten former foster youth who aged out of foster care at age eighteen through twenty-one. Two males and eight females from diverse backgrounds participated in this study. Participants were recruited through availability and snowball sampling at community agencies, college campuses, and the community. This study found that participants experienced a difficult time transitioning from foster care to independent living, felt unprepared after leaving foster care, needing additional services, and expressed wanting to have received more in depth financial management skills. This study recommends providing additional independent living skills, social support, and participation in the Independent Living Program as part of foster youth’s case plan when preparing to transition out of foster care into independent living.

An abundance of research exists on youth at risk of school failure; however, in-depth qualitative studies that examine the perspectives of youth in Canadian schools are limited (Thiessen & Cook-Sather, 2007). In the spring of 2014, 12 youth from alternative schools and special programs, in one Saskatchewan urban setting, were interviewed. Rich qualitative data was gleaned from interviews to understand: What factors are most relevant to the success or failure in school for youth at risk? The term, at risk was defined for the purpose of this study based on attendance in an alternative school or special program verses a mainstream school. Alternative schools and special programs are designed to support youth struggling with a variety of issues that can stand in the way of school completion. These schools and programs support youth with a variety of concerns, including, but not limited to: truancy, behaviour, mental health, addictions, and other risk enhancing factors that exist in student’s personal lives (Cuddapah, Masci, Smallwood, & Holland, 2008; McCann & Austin, 1988). The participants in this study reflected on their needs, shared their school experiences, and made suggestions. Through an analysis of the interviews eight factors emerged as being relevant to success or failure in school: teachers, the work, relationships to staff in schools, supports in the school, school and classroom environment, peers, mental health and addictions, and transitions. Based on the eight factors, suggestions are made for schools to support the needs of those most at risk of school failure.

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