In the U.S., youth with disabilities make up 32% of the foster care population. Youth in foster care ages 16-21 who are transitioning into adulthood with disabilities face an increased risk of unemployment, low self-esteem, homelessness, and incarceration compared to those without disabilities. While some federal and state services are available to help youth in foster care transition successfully to adulthood, youth in foster care with disabilities have a complex array of needs that require additional services and support.
Previously, there was limited knowledge about how youth in foster care with disabilities used services as they transition to adulthood and move toward greater independence. A recent study by Melissa Villodas, whose research focuses on mental health among vulnerable populations, and disability researcher Gilbert Gimm examined how 9,000 transition-age youth in foster care with and without disabilities, used services across all 50 U.S. states.
Disability types include intellectual, sensory, physical, and emotional disabilities. When assessing the use of support services, Villodas and Gimm concluded:
- Youth in foster care with disabilities received special education and mentoring services at higher rates than others across all age groups (16-17, 18-19, and 20-21).
- Youth in foster care without disabilities used room and board financial assistance at higher rates than those with disabilities (in all age groups).
- Although service use increased for all youth in foster care around age 19, there was a decline in service use at age 21, a time when transition-age youth with disabilities often require additional supports
Villodas’ and Gimm’s study is one of the first to examine service use among transition-age youth in foster care by disability status and type. Because some states offer extended foster care (i.e., programs that allow youth to remain or reenter the foster care system past age 18), evaluating data from all 50 states ensures the perspectives of young adults (18-21 years) formerly in foster care are included. Their interdisciplinary collaboration aims to encourage researchers, policymakers, and service providers to work together to better understand the challenges of transition-age youth with different types of disabilities.
