Abstract
Purpose
Foster children may be at risk for challenges in different developmental domains. In this study we investigated 48 Norwegian foster children’s executive functioning, school achievement, and adjustment at age 8 years compared with 37 children in a comparison group, as well as associations between executive functioning and school achievement and adjustment.
Method
Using multiple informants, children’s executive functioning was investigated by using the Behavior Rating Inventory of Executive Functioning, and the Child Behavior Checklist was used to investigate school achievement and adjustment.
Results
Significant group differences in executive functioning were identified regardless of informant. Children in the foster group were also rated significantly lower on school achievement and adjustment by their caregivers and teachers. In both groups, associations between executive functioning and school achievement and adjustment were mostly moderate to large.
Discussion
In line with previous research, foster children in the present study showed more problems with EF than non-foster placed children with, for example, impulse control and emotion regulation. Foster children’s struggles with EF, as well as struggles in the school setting is of concern, and early identification of such problems should be prioritized.
Implications
The knowledge from this study can help social workers and other practitioners to tailor their help to foster children in the Norwegian child welfare services.