JOURNAL ARTICLE

Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care.

  • Published In: Remedial & Special Education, 2026, v. 47, n. 3. P. 241 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Cavendish, Wendy; Stewart, Kele; Schreiner, Nastasia; Perez, Deborah 3 of 3

Abstract

This study examines the relationship between self-regulation and high school graduation trajectories among U.S. foster youth, including those with disabilities. Findings from 37 predominantly Black and Latinx foster youth indicate that 54% were on track for on-time graduation, with youth in special education significantly less likely to be on track compared to those in general education. Higher self-regulation skills, particularly interpersonal cognitive problem-solving, were associated with increased likelihood of being on track for graduation across both groups. The study highlights the importance of strengths-based, school-based supports that foster self-regulation and problem-solving skills to improve educational outcomes for multiply marginalized foster youth.

Additional Information

  • Source:Remedial & Special Education. 2026/06, Vol. 47, Issue 3, p241
  • Document Type:Article
  • Subject Area:Ethnic and Cultural Studies
  • Publication Date:2026
  • ISSN:0741-9325
  • DOI:10.1177/07419325241302408
  • Accession Number:193250745
  • Copyright Statement:Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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