Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Denise Nixon

Keywords

academic resilience, foster care, placement disruption, school mobility, K–12 education, school leaders, administration, trauma-informed intervention

Disciplines

Educational Leadership

Abstract

The purpose of this case study was to understand the resilience of foster care students in Oklahoma public schools. The study was guided by Garmezy’s resilience theory, which highlights the critical role of resilience in helping children recover from past trauma and thrive in academic settings. The central research question was: How do school leaders nurture academic resilience in foster children? This study was conducted using qualitative research methods. Data was collected through semi-structured interviews, physical artifacts, and journal prompts. The data first underwent analysis through open coding, followed by a round of axial coding and finally selective coding. Informed consent was achieved by providing participants with information regarding the research goals, as well as the risks and benefits associated with the study. Assurance that their privacy would be safeguarded was also provided. All ethical guidelines outlined by the Liberty University Institutional Review Board were followed in the study.

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