For foster care involved children and youth, the primary goal is placement permanency into safe, supportive, and stable home environments. Although schools play an integral role in permanency planning and success during this transition, little is known about educator perspectives regarding education related transition planning and student needs. In this exploratory study we sampled education professionals’ perspectives (N = 10) on student and caregiver educational related preparedness, supports, and primary needs through surveys and focus groups. Nearly 60% perceived students to only be “somewhat” prepared for this transition and believed caregivers to be even less prepared (70% perceived caregivers as only “somewhat” prepared). Likewise, half believed that the schools were only “somewhat” prepared, and 40% believed that schools are “not all prepared” for student transitions. Educators perceived school-based access to mental health supports as most important and academic assistance as least important to transition success. Finally, when examining educator identified recommendations for education related transition supports, four themes emerged: access to social-emotional supports, collaboration across team members, incorporating transition-based supports, and documentation related to the student’s educational history and records. Discussion, limitations, and implications are provided.

对于涉及寄养的儿童和青少年，首要目标是永久安置在安全、支持性和稳定的家庭环境中。尽管学校在这一过渡期间的永久性规划和成功中发挥着不可或缺的作用，但人们对教育者对教育相关过渡规划和学生需求的看法知之甚少。在这项探索性研究中，我们通过调查和焦点小组收集了教育专业人士 ( N = 10) 对学生和看护者教育相关准备、支持和主要需求的观点。近 60% 的人认为学生只为这一转变“做了一些”准备，而看护者的准备甚至更少（70% 的人认为看护者只“做了一些”准备）。同样，一半的人认为学校只是“在一定程度上”做好了准备，40% 的人认为学校“没有为学生过渡做好全部准备”。教育工作者认为，对于成功转型来说，在学校获得心理健康支持最重要，而学术援助则最不重要。最后，在检查教育工作者确定的与教育相关的过渡支持建议时，出现了四个主题：获得社会情感支持、团队成员之间的协作、纳入基于过渡的支持以及与学生的教育历史和记录相关的文档。提供了讨论、限制和​​含义。