Child Protection System and Education: An Umbrella Review of Factors Supporting the Educational Progress of Children in the Foster Care System

ABSTRACT International literature has consistently demonstrated that children in the foster care system (FCS) exhibit poorer academic outcomes: lower academic achievement, higher rates of school absenteeism and truancy, lower high school graduation rates and reduced postsecondary educational attainment. In response, this meta‐review aims to synthesize existing evidence and offer an integrative perspective on the factors that support educational progress among children and adolescents in the FCS. Accordingly, an exhaustive search of systematic reviews, meta‐analyses and scoping reviews was conducted across five databases, covering the period from 2013 to 2024. A total of 2086 articles related to various aspects of care experiences were identified, of which 14 reviews were selected based on their specific focus on educational outcomes. The use of inductive thematic analysis enabled the identification of five key factors that support educational progress: (1) educational and placement stability; (2) interagency coordination and collaboration; (3) supportive relationships with a key positive adult; (4) educational and socio‐emotional support; and (5) the implementation of school practices that promote autonomy, agency, and participation. These factors operate interdependently across institutional, school and psychosocial domain levels, systematically supporting educational advancement. These findings are intended to inform the development of effective educational policies and practices tailored to the specific needs of children and adolescents in the FCS.