WHAT’S INSIDE

November 2018

The transition to adulthood and self-sufficiency can 

be challenging for any young person. For teenagers 

who have been living in foster care, the transition 

to life outside of care can be daunting. Generally, 

youth who have experienced foster care do not 

have the same safety nets and support networks as 

others their age, and the transition challenges can 

be even greater. 

As a foster parent, you can help youth in your 

care prepare for these challenges, but remember 

that the knowledge and skills they need cannot be 

learned at the last minute as they exit care. It is 

crucial for foster parents and other caring adults 

in youths’ lives to begin supporting them through 

the transition process well before they leave care, 

beginning in adolescence or even earlier. This 

factsheet provides guidance on how you can help 

youth build a foundation for a successful transition 

to adult life outside of foster care. It describes the 

challenges youth face, how the adolescent brain 

affects them during this time, and Federal laws and 

programs as well as provides concrete ways you can 

partner with youth. 

Helping Youth Transition to 

Adulthood: Guidance for 

Foster Parents Unique challenges for 

youth exiting foster 

care

Adolescent 

development and 

changes in the brain

Federal laws and 

programs to support 

transitioning youth

How foster parents can 

help youth transition to 

adulthood

Conclusion

References

Children’s Bureau/ACYF/ACF/HHS

800.394.3366 | Email: info@childwelfare.gov | https://www.childwelfare.gov

FACTSHEET

FOR FAMILIES
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

2

Unique Challenges for Youth Exiting 

Foster Care

Youth in foster care face the typical developmental 

changes and new experiences common to their age, 

such as pursuing higher education or training, looking for 

jobs, and managing tight budgets. They also confront the 

dramatic adjustment to being on their own rather than 

under the State’s care. This is particularly true for those 

youth who “age out”1 of foster care as they turn 18 (or 

the specified age for their State2). They no longer have 

access to the array of services and supports provided by 

the child welfare agency, including caseworker support. 

In addition, many of these youth are dealing with the 

long-term consequences of having experienced abuse or 

neglect and being removed from their families.

Studies show that many youth who exit foster care have 

difficulties as they transition to adult life. They are more 

likely than their peers to be homeless or have housing 

instability (e.g., “couch surfing”), experience health 

and mental health problems, have drug and alcohol 

dependence, have encounters with the criminal justice 

system, earn less money, be unemployed, and not have 

a high school or postsecondary degree (Institute of 

Medicine & National Research Council, 2014). They may 

lack important knowledge and skills for living on their 

own (e.g., maintaining a budget, cooking), securing and 

maintaining employment, and receiving critical health and 

support services. 

Resilience and Protective Factors

It is important to recognize that many youth can and 

do leave care to become healthy and productive 

adults. Youth in care often have or develop remarkable 

resiliency—the ability to cope with or recover from 

adversity. Despite adverse histories, they are able 

to adapt to their circumstances, develop healthy 

relationships, and demonstrate positive behaviors. (To 

1 Approximately 21,000 youth emancipated from foster care in 2015 

according to the Adoption and Foster Care Analysis and Reporting System 

(AFCARS). Find the most recent AFCARS statistics at http://www.acf.hhs.gov/

programs/cb/research-data-technology/statistics-research/afcars. 2 Some States choose to provide foster care and support services to youth 

over age 18 under certain conditions, such as when youth are working toward 

educational or vocational goals or otherwise progressing toward independent 

living. For more information on each State’s policies, see https://www.

childwelfare.gov/topics/systemwide/laws-policies/statutes/extensionfc/.

read stories about what youth formerly in care have 

accomplished, visit FosterClub at https://www.fosterclub.

com/blog/real-stories.)

Youth are more likely to succeed if they are exposed 

to protective factors—conditions that buffer risks (e.g., 

exposure to violence, living in poverty) and improve 

the likelihood of future positive outcomes. Examples of 

protective factors shown to be important for children 

in and aging out of foster care include self-regulation 

skills (being able to manage or control emotions and 

behaviors), relational skills (the ability to develop positive 

bonds and relationships), academic skills, and a positive 

school environment. You can help the children in your 

care develop or strengthen their resiliency with the 

following actions (U.S. Department of Health and Human 

Services [HHS], Child Welfare Information Gateway, & 

FRIENDS National Center for Community-Based Child 

Abuse Prevention, 2016):

 Modeling a positive outlook

 Building their confidence

 Helping them build connections

 Encouraging goal setting

 Viewing challenges as learning opportunities

 Teaching self-care

 Providing opportunities to help others

For more information about protective factors, visit Child 

Welfare Information Gateway at https://www.childwelfare.

gov/topics/preventing/promoting/protectfactors/. 

Adolescent Development and Changes 

in the Brain

As teenagers prepare for the challenges of adulthood, 

they are entering a period of tremendous growth and 

development. During this time, young people explore 

who they are and who they want to be. They advance 

new skills and take on new roles and responsibilities while 

also “testing the waters” for adulthood. Teenagers seek 

out independence, yet frequently dart back and forth 

between a wish to do things on their own and a desire 

for support and protection. All the while, hormones 

contribute to physical changes and powerful emotions, 

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This publication is available online at https://www.childwelfare.gov/pubs/youth-transition/.
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and the adolescent brain experiences a growth spurt. 

Remember that youth may appear physically mature but 

still not have fully developed brains, decision-making, or 

emotional control.

When discussing teenage behavior, parents and 

caregivers may shrug and ask, “What were they thinking?” 

The part of the teenager’s brain that affects impulse 

control, planning, and critical thinking (the prefrontal 

cortex) is still developing. That part of the brain doesn’t 

connect quickly with the rest of the young person’s brain. 

Before the prefrontal cortex fully matures (typically in a 

person’s mid-20s), the youth often relies on a lower area 

of the brain (the limbic system), which links actions more 

closely with emotions. As a result, we often observe 

impulsive behaviors among teens with little consideration 

of consequences. At the same time, chemical changes 

in the brain (shifting dopamine levels) prompt risk-taking 

behaviors, which are normal in teenagers. 

The limbic system is the brain’s first responder to 

dangerous situations and perceived threats. For youth 

who have been abused or neglected, changes in brain 

development and impulsive and risk-taking behaviors may 

be even more pronounced because their limbic system 

may have been especially active. It’s important for you 

to be aware of these tendencies, encourage youth to 

think before they act, and support positive risk-taking 

activities (e.g., trying out for a sports team, learning a 

musical instrument) that may result in valuable growth 

opportunities.

In addition, the adolescent brain is actively building and 

strengthening connections among brain cells (synapses). 

These connections help teens to more easily learn new 

information and acquire new skills. The brain operates, 

however, on a “use it or lose it” basis. Connections will 

grow stronger for skills and habits that are used, while 

those not used may eventually weaken. This creates 

an important opportunity to use the teenage years 

effectively to help shape decision-making skills and other 

capacities that youth will need as adults.

For more information on adolescent brain development, 

see:

 SupportingBrainDevelopmentinTraumatized

ChildrenandYouth (Child Welfare Information

Gateway)

https://www.childwelfare.gov/pubs/braindevtrauma/

 UnderstandingtheEffectsofMaltreatmentonBrain

Development (Child Welfare Information Gateway)

https://www.childwelfare.gov/pubs/issue-briefs/

brain-development/

 TheRoadtoAdulthood:AligningChildWelfare

PracticeWithAdolescentBrainDevelopment (Annie E.

Casey Foundation)

http://www.aecf.org/resources/the-road-to-adulthood/

 TheAmazingTeenBrain:WhatParentsNeedtoKnow

(L. A. Chamberlain)

http://www.instituteforsafefamilies.org/sites/default/

files/isfFiles/The_Amazing_Teen_Brain.pdf

 Brain Architecture [webpage] (Harvard University

Center on the Developing Child)

https://developingchild.harvard.edu/science/

key-concepts/brain-architecture/

Federal Laws and Programs to Support 

Transitioning Youth

Over the past two decades, several Federal child welfare 

laws and programs have addressed what is needed to 

support youth leaving care, including the following:

 The Foster Care Independence Act of 1999 created

the John H. Chafee Foster Care Program for Successful

Transition to Adulthood3 (the Chafee program)

and enables States to provide financial, housing,

employment, education, and other support services

to prepare youth for the transition from foster care to

living on their own.

 The Fostering Connections to Success and Increasing

Adoptions Act of 2008 allows States the option to

extend the age limit for foster care when youth meet

certain education, training, or work requirements. It

also supports older youth by requiring agencies to

3 This program was formerly known as the John H. Chafee Foster Care 

Independence Program.
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engage in planning related to youth’s educational 

stability, health-care coordination, and transition out of 

foster care. 

 The Preventing Sex Trafficking and Strengthening

Families Act of 2014 requires agencies to consult

with children in foster care aged 14 and older in the

development of their case and transition plans. It also

requires agencies to ensure that children aging out

of foster care, unless in care for less than 6 months,

receive a copy of their birth certificate, Social Security

card, health insurance information, medical records,

and a driver’s license or equivalent State-issued

identification card. Additionally, the law expanded the

purpose of the Chafee program to include ensuring

children who are likely to age out of foster care have

regular, ongoing opportunities to engage in age or

developmentally appropriate activities.

 The Family First Prevention Services Act (FFPSA), which

was enacted in 2018 as part of P.L. 115–123, makes

several changes to the Chafee program, including

specifying that the program is available to youth who

have experienced foster care at age 14 or older. FFPSA

also permits States and Tribes to provide the Chafee

program up to age 23 under certain circumstances.

Lastly, FFPSA mandates that agencies must provide

youth with official documentation that they were in

foster care before they age out.

Each State has independent living coordinators who 

administer programs for supporting youth in and 

transitioning out of foster care. To find contact information 

for each State’s program and the coordinators, visit Child 

Welfare Information Gateway at https://www.childwelfare.

gov/organizations/?CWIGFunctionsaction=rols:main.

dspList&rolType=Custom&RS_ID=145. Before moving out 

of State, youth formerly in foster care should consult with 

their caseworker as well as the independent living agency 

in the other State to determine how the move may affect 

their eligibility for services or benefits.

How Foster Parents Can Help Youth 

Transition to Adulthood

As a foster parent, you are in a unique position to help 

youth in your care prepare for a successful future. You 

can support the development of the youth’s transition 

plan, and you can aid in activities that build skills and 

knowledge that can improve the youth’s ability to carry 

out his or her plan. In addition, you can encourage a 

young adult’s growing independence and guide safe 

exploration of new experiences while also providing a 

cushion of support.

Transition Plan

During the 90-day period before a youth turns 

18 or is scheduled to leave foster care, Federal 

law requires that the child welfare agency assist 

the youth in developing a personalized transition 

plan. The plan must address specific options 

related to housing, education, employment, 

health insurance, a health-care proxy or power 

of attorney, mentoring, and support services. To 

develop the plan, the youth’s caseworker meets 

with the youth and other trusted adults of the 

youth’s choosing, which can include you as the 

youth’s foster parent as well as the birth parents 

or other relatives. 

While the law refers to a 90-day period, most 

youth will benefit from more time to prepare. To 

help youth work on their transition plans, Foster 

Club offers an easy-to-use TransitionToolkit

(http://store.fosterclub.com/transition-toolkitdownload/) to help youth plan their next steps. 

You can also refer to Information Gateway’s 

WorkingWithYouthtoDevelopaTransitionPlan, 

a bulletin for workers, at https://www.childwelfare.

gov/pubs/transitional-plan/.
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Foster parents have several vital roles in helping youth 

transition to adulthood (Zanghi, Detgen, Jordan, Ansell, & 

Kesller, 2003):

 Coach: Listen, advise, and provide youth with

opportunities to learn and practice new skills

 Advocate: Learn about and support youth’s rights as

they relate to education, health and mental health care,

court proceedings, and case practices

 Networker: Help cultivate supports for the youth

 Facilitator of relationships: Help establish lifelong

connections for youth

This section describes concrete ways you can support 

youth in foster care to help them build positive 

relationships, manage money, pursue additional 

education, find a job, secure housing, maintain their 

health and wellness, and develop additional life skills.

The following are general suggestions for assisting youth 

in any of these areas: 

 Empoweryouthtomakedecisions. Youth in foster

care often have been left out of critical decisions

about their lives. It’s important to let the young person

take charge of his or her own future while you listen,

guide, and provide support. During daily life, provide

youth with frequent opportunities to make decisions

and learn from the consequences, both positive and

negative.

 Communicatehighexpectations. All too often, youth

in care have heard more about their limitations than

about what they can achieve. Send positive messages

about future possibilities. Weave forward-looking

comments, such as “when you go on to college...” or

“when you start your own business...,” into everyday

conversations.

 Startearly. Preparing for adulthood does not occur

overnight. Don’t wait until youth are nearing the

date they leave foster care. Find ways to introduce

important concepts to younger youth. For example,

talk with a preteen about the value of saving money for

long-term goals.

 Decreasecontrolandincreaseyouth

responsibilitiesgradually. While allowing youth in

your care to make choices, be clear about boundaries.

Involve youth in setting rules and establishing

appropriate consequences related to their behavior.

As your teen shows readiness, allow him or her to learn

and practice adult life skills with your support.

Personal Documents 

Foster parents can help youth in their care collect 

and organize personal documents, such as a 

Social Security card, birth certificate, citizenship 

papers (if born outside of the United States), child 

welfare agency documentation, State-issued 

photo I.D., voter registration card, and medical 

records. If you or the youth are in touch with the 

birth parents, they may be able to assist with this. 

You should talk with youth about the importance 

of keeping identifying information and personal 

documents in a private, secure place and ensure 

they understand that these documents may be 

required for future services or benefits. 

Identity theft can damage a young adult’s credit 

and make it more difficult to get a loan or rent an 

apartment. Although identity theft can happen to 

anyone, youth who are or were in foster care are 

especially vulnerable. Their personal information, 

including social security numbers, is often 

accessible to providers and others who work with 

the youth, and their files may not be maintained in 

a secure location (The Annie E. Casey Foundation, 

2013). Foster parents can help explain the 

importance of youth keeping their personal 

information safe and how to combat identity theft. 

Child welfare agencies are required by law to 

request a credit check each year for every youth 

in care over age 14 determine if identity theft has 

occurred and help resolve any errors. For more 

information about identity theft, refer to https://

www.consumer.ftc.gov/features/feature-0014-

identity-theft and https://www.consumerfinance.

gov/about-us/blog/how-to-protect-vulnerablechildren-from-identity-theft/. 
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 Recognizesuccess. Celebrate youths’ achievements

and milestones on the path to adulthood (e.g., having

a special dinner after the youth in your care obtains

his driver’s license, attending a graduation ceremony,

providing praise).

The following resources provide information about how to 

support youth transition to adulthood in multiple areas:

 Foster Youth in Transition (Michigan Department of

Health and Human Services)

http://www.michigan.gov/fyit

 Transition & Aging Out (Youth.gov)

http://youth.gov/youth-topics/transition-age-youth

 FosterCareTransitionToolkit (U.S. Department of

Education)

https://www2.ed.gov/about/inits/ed/foster-care/youthtransition-toolkit.pdf

 Foster Coalition

http://www.fostercoalition.com/

 Life Skills Training/Support Materials (It’s My Move)

http://www.itsmymove.org/training_resources_

lifeskills.php

 Resources to Inspire Guide: Casey Life Skills (Casey

Family Programs)

https://www.casey.org/media/CLS_ResourceGuides_

ResourcestoInspire.docx

Building Supportive Relationships and 

Connections

Permanent, supportive relationships and connections are 

critical to a young adults’ well-being. 

Things to Know

 Research and practice show that having ongoing

support from at least one permanent, caring adult can

make an enormous difference in the life of a vulnerable

youth (Thompson, Greeson, & Brunsink, 2016).

 Youth in foster care often have not had the same

opportunities as other youth to develop social skills

and supportive, lasting relationships.

Things You Can Do to Help 

 Ask youth to identify at least one reliable, caring adult

in their life (including you) who can serve as a stable,

ongoing connection and can provide support as they

transition to adulthood

 Where appropriate, support youth in exploring

connections with their biological family members (e.g.,

siblings, parents, grandparents) and in maintaining

healthy relationships with them

 Encourage youth’s development of peer support

networks through participation in group activities with

youth having similar experiences (e.g., foster youth

advocacy groups) or similar interests (e.g., sports,

dance, cooking, business)

 Hold a conversation about what your family’s long-term

relationship with the youth will be after they leave care

○ Will you keep routine contact?

○ Will you offer invitations for Thanksgiving and other

holidays?

○ Will you be available for emergency support?

Interdependent vs. Independent 

Living 

For many years, child welfare policies and 

programs emphasized the importance of 

preparing youth for independent living. The 

underlying concept was that, once out of care, 

youth would need to function on their own (i.e., 

be independent). Today, many child welfare 

professionals are talking about interdependence 

rather than independence. Interdependence 

promotes the idea that young adults benefit 

from developing and maintaining supportive 

relationships that will help them achieve their 

goals rather than only relying on themselves to 

achieve them.
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Resources for More Information 

 Support Services for Youth in Transition (Child Welfare

Information Gateway)

https://www.childwelfare.gov/topics/outofhome/

independent/support/

 State Youth Advocacy/Advisory Boards & Foster

Care Alumni Associations (Child Welfare Information

Gateway)

https://www.childwelfare.gov/

organizations/?CWIGFunctionsaction=rols:main.

dspList&rolType=Custom&RS_ID=160

 FosterClub

https://www.fosterclub.com/

Managing Money

Many young adults have little experience managing 

money and have much to learn about developing and 

sticking to a budget, paying bills and taxes, obtaining 

credit, and saving for the future.

Things to Know

 After leaving foster care, alumni often struggle to make

ends meet. According to NYTD data, 38 percent of

former foster youth were receiving public assistance at

age 21 (HHS, Administration for Children and Families

[ACF], Children’s Bureau, 2016). Another study found

that by age 23 or 24, more than half of the young adults

formerly in care had experienced financial hardships,

including not having enough money to pay for food,

rent, or utilities (Courtney, Dworsky, Lee, & Raap, 2010).

 Since they often are without a financial support system,

youth formerly in foster care often face significant

negative consequences from poor financial choices or

miscalculations and don’t have the opportunity to learn

from their mistakes (Peters, Sherraden, & Kuchinski,

2016).

 Young people often learn best about money

management through first-hand experience and

observation or modeling.

Things You Can Do to Help 

 Encourage youth to participate in State independent

living or other programs that provide structured

opportunities for learning about money management

 Use everyday “teachable moments” to provide lessons

about budgeting, savings, debt, smart shopping,

paying bills, and saving for long-term goals

 Help youth open and manage checking and savings

accounts before they leave foster care

 Ask the youth to develop a budget that will outline

estimated living expenses and expected income

(including Federal or State financial support) after their

transition from care

 Work with youth and their caseworker to ensure the

youth have a clean credit history, know how to maintain

a good credit score, and understand how to read a

credit report

 Ensure youth know how to file taxes and how to

maintain proper records

 Help youth determine if they are eligible for financial

assistance or other community resources, such as

Temporary Assistance for Needy Families (TANF) or

Supplemental Security Income (SSI)

Resources for More Information

 Money Management (Project LIFE)

https://www.vaprojectlife.org/for-young-adults/

money-management/

 TheMint

http://www.themint.org/

 AFinancialEmpowermentToolkitforYouthandYoung

AdultsinFosterCare (National Resource Center for

Youth Development)

https://www.acf.hhs.gov/cb/resource/

financial-empowerment-toolkit

 Consumer.gov

https://www.consumer.gov/

 YouthandCredit:ProtectingtheCreditofYouth

inFosterCare (The Annie. E. Casey Foundation)

http://www.aecf.org/m/resourcedoc/AECFYouthAndCredit-2013.pdf

Pursuing Educational and Vocational Training 

Opportunities

Educational achievement can help prepare youth for life 

success, with benefits ranging from enhanced skills and 
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self-confidence to increased earnings potential. However, 

many youth in foster care are not prepared for training or 

college after high school.

Things to Know 

 While in care, frequent school changes and learning

and behavioral difficulties may interfere with

educational achievement. By age 21, only 67 percent of

former foster youth had received either a high school

diploma or GED, as compared to 92 percent of their

peers who were not in foster care (Denby, Gomez, &

Reeves, 2017).

 After leaving care, youth may be further disadvantaged

because they lack knowledge about educational

opportunities and how to navigate the individualized

education plan (IEP) process (if applicable), skills to

navigate the enrollment processes, financing to pay for

tuition and housing, or encouragement from the adults

in their lives.

 College is not for everyone. Other options might

include certificate programs, vocational or technical

training, or the military.

 Youth in and transitioning out of foster care may be

eligible for financial support through the following:

○ Educational and Training Vouchers program through

the Chafee program, which can provide support

for education and employment preparation for

individuals ages 14–26 for up to 5 years (for more

information, see https://www.childwelfare.gov/

topics/outofhome/independent/support/vouchers/)

○ Tuition waivers and assistance in certain States

(for more information, refer to an overview by the

Education Commission of the States at https://www.

ecs.org/ec-content/uploads/Tuition-AssistancePrograms-for-Foster-Youth-in-PostsecondaryEducation.pdf)

○ Federal financial aid (for more information, refer to

the Federal Student Aid website at http://www.fafsa.

gov)

4

4 Youth are considered independent students for the purpose of Federal aid 

if they were in foster care at any time since they turned age 13. When a youth 

is considered an independent student, only the youth’s income (and not that 

of a parent or guardian) will be considered when determining financial aid. 

As such, independent students are typically eligible for the maximum 

amount of aid available.

○ Scholarships (for a partial list of available

scholarships for youth in foster care, visit http://www.

fostercoalition.com/college-scholarships-foster-youth)

Things You Can Do to Help 

 Talk with youth about their educational and career

goals, how their goals fit with their talents and interests,

possible barriers to achieving their goals, and next steps

 Help youth determine if they are on the path to meet

the prerequisites for their educational and career goals

(e.g., completion of certain classes, taking specific tests,

acquiring necessary skills)

 Help youth organize school records and other important

documents, such as transcripts, test scores, IEPs (if any),

and special recognition awards

 Offer youth assistance in exploring various educational

or vocational options (e.g., talking to school counselors,

conducting campus visits, determining which programs

or apprenticeships are available in the community)

 Assist youth in identifying financial aid opportunities

(e.g., scholarships, grants, student loans, work-study

programs) and in applying for financial assistance

 Support youth in preparing for required tests,

completing applications, writing essays, and securing

recommendations

 Lend a hand as youth adjust to college life or a new

program, help youth in identifying available support

services, and assist them in finding a place to stay over

school breaks
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Resources for More Information 

 PostsecondaryEducationResourcesforYouthin

andTransitioningOutoftheChildWelfareSystem

(American Bar Association Center on Children and the

Law, Education Law Center, and Juvenile Law Center)

http://www.fostercareandeducation.org/portals/0/

dmx/2012/09/file_20120920_180036_nXuYAI_0.pdf

 Foster Care to Success

http://www.fc2success.org/

 National Postsecondary Support Map (Fostering

Success Michigan)

http://fosteringsuccessmichigan.com/campus-support?utm_source=National+Postsecondary+Support+Map+Launch&utm_campaign=National+Po

Finding and Maintaining Employment

Getting and keeping a job is critical to a young adult’s 

ability to achieve economic security. A job that fits with 

personal interests and talents also can contribute to 

greater life satisfaction. 

Things to Know 

 Many alumni of foster care live in vulnerable

financial situations. Youth formerly in care have high

unemployment rates, and those who are employed

often earn low wages (Stewart, Kum, Barth, & Duncan,

2016).

 Experience helps. Young people in foster care who

have worked before their 18th birthday may be more

likely to find consistent and higher paying work after

they transition out of care (Stewart, Kum, Barth, &

Duncan, 2014).

 Many States participate in initiatives to support

the employment and economic needs of youth

transitioning out of care. Contact your State’s

independent living coordinator for supports in your

area.

 Centers for Independent Living provide services and

supports for people with disabilities, including for

education and employment, so they can live on their

own in their communities.

Things You Can Do to Help 

 Help youth identify interests and talents and how they

connect to possible job choices

 Assist youth in exploring various career paths by

encouraging and supporting them in conducting

research, attending career fairs, speaking to a career

counselor, or arranging a visit to a work site

 Help youth understand and practice important

processes for obtaining a job, such as developing a

resume, finding job listings, completing applications,

and interviewing (e.g., hold mock interviews at home)

 Support youth in gaining firsthand experience through

volunteer activities, job shadowing (i.e., following

someone at a workplace to watch a typical workday),

technical classes that increase skills, internships and

apprenticeships, or entry-level jobs

 Promote networking by using your personal,

community, and business connections to help youth

find mentors who can provide guidance and support in

a specific interest area

 Coach youth on how to keep a job and discuss

employer expectations for issues such as arriving on

time, appropriate dress, and positive work attitudes

Resources for More Information 

 CareerOneStop (U.S. Department of Labor)

https://www.careeronestop.org/GetMyFuture/default.

aspx?frd=true

 MyFuture.com

http://www.myfuture.com/

 Employment (Youth.gov)

http://youth.gov/youth-topics/youth-employment

 Centers for Independent Living (HHS, Administration

for Community Living)

https://www.acl.gov/programs/

aging-and-disability-networks/

centers-independent-living

 Foster Youth Internship Program

http://www.ccainstitute.org/programs/view/

foster-youth-internship-about
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

10

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Securing Housing

While many of their peers in the general population will 

still be living at home or receiving financial support for 

housing from their families, most youth aging out of foster 

care must face the difficult challenge of finding stable and 

affordable housing on their own. 

Things to Know 

 Foster care alumni may struggle with housing costs

and frequent changes in living arrangements. They

are also at increased risk for homelessness, with NYTD

data showing 26 percent of the young people surveyed

had been homeless at least once within the past 2

years (HHS, ACF, Children’s Bureau, 2016).5

 The Fostering Connections Act requires each youth’s

caseworker to address housing needs as part of the

transition plan. You can work with the caseworker

to explore various options, such as transitional

group homes, subsidized supportive housing,

shared housing, host homes, school dormitories, or

apartments.

 Funding for housing may be available from a variety

of Federal, State, and local initiatives, such as the U.S.

Housing and Urban Development’s Section 8 program

and Family Unification Program, independent living

programs, and the Education and Training Vouchers

program. The process for securing publicly funded

housing can take considerable time and may involve

long wait lists.

Things You Can Do To Help 

 Help youth explore and assess housing options

(including location, cost, utilities, and living with

roommates), as well as available financial support, and

help them conduct their search

 Support youth in completing required applications

 Talk to youth about responsibilities related to housing

(e.g., providing a security deposit, paying rent on

time, keeping the apartment clean) as well as tenant

rights (e.g., right to have repairs made, right to privacy,

standard notice for rent increase)

5 Of the young people responding to this item, 88 percent had left foster 

care, and 12 percent were still in care.

 Help youth develop a backup plan in case housing

arrangements fall through

Resources for More Information

 Rental Assistance (U.S. Department of Housing and

Urban Development)

https://www.hud.gov/topics/rental_assistance

 Family Unification Program (FUP) (U.S. Department of

Housing and Urban Development)

https://www.hud.gov/program_offices/

public_indian_housing/programs/hcv/family

 How to Find an Apartment (Michigan Department of

Health and Human Services)

http://www.michigan.gov/fyit/0,4585,7-240-44293-

160440--,00.html

Maintaining Health and Wellness

Youth leaving foster care should learn how to maintain 

good physical and mental health habits, including 

accessing needed services, and how to secure health 

insurance.

Things to Know 

 Children in foster care are much more likely than

other children to be exposed to adverse childhood

experiences (ACES), such as parental substance use,

parental incarceration, or violence exposure (Turney &

Wildeman, 2017). ACEs exposure can increase the risk

of future physical, mental, and dental health problems

(HHS, Substance Abuse and Mental Health Services

Administration, 2018).

 Almost one-third of children and youth in foster

care have one or more disabilities, which can have

implications for the medical, mental health, and other

care they require (Slayter, 2016).

 Youth formerly in foster care have several paths

to Medicaid eligibility (Child Welfare Information

Gateway, 2015a):

○ Under the Patient Protection and Affordable Care

Act (ACA), youth formerly in foster care are eligible

for their State’s full Medicaid coverage.

○ The Chafee Foster Care Independence Act of 1999

authorizes States to provide Medicaid to certain

youth who age out of foster care.
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

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○ Under the ACA, States have the option to provide

Medicaid coverage for eligible adults, including

former foster youth, if they meet certain income

requirements.

 Children in foster care are given psychotropic

medications to manage their emotional and behavioral

symptoms at higher rates than youth in the general

public (Barnett et al., 2014). Many youth have not

been educated on the benefits and side-effects of

these medications, helpful approaches other than

medication, how to obtain prescriptions after leaving

care, or how to safely discontinue the medication, if

needed.

 The Fostering Connections Act requires caseworkers

to address health insurance and health care services as

part of the youth’s transition plan.

 Youth aging out of foster care are at risk for food

insecurity (i.e., the inability to access adequate food),

which can greatly affect their health and mental health

(Center for the Study of Social Policy, 2016).

Things You Can Do to Help 

 Promote a healthy diet and lifestyle and involve youth

in meal preparation and physical exercise

 Encourage youth to explore positive ways to reduce

stress, including yoga, meditation, and exercise

 Discuss critical health and mental health issues with

youth while they are in care, including the following:

○ Positive ways for coping with stress and outlets for

dealing with problems

○ Risks associated with substance use and abuse

and the vulnerabilities if biological family members

struggled with addiction issues

○ Sexuality and healthy sexual decision-making

○ Signs and symptoms of mental illnesses and the

impact of life experiences and family histories of

mental health problems on a young adult’s mental

health

○ Safe use of medication and healthy alternatives

 Explain the importance of health insurance and work

with the youth’s caseworker to identify insurance

options for after the youth leaves care

 Help youth understand when to seek medical attention

and how to find affordable health and mental health

services through community health centers, student

health centers, or other resources

 Work with youth to identify doctors and dentists

nearby who see adult patients (in cases where the

youth is still seeing pediatric practitioners)

 Assist youth in gathering medical records that list past

health-care provider names, major illnesses, disabilities

or conditions, medications taken, immunizations, and

family medical history

 Help youth determine if they are eligible for the

Supplemental Nutrition Assistance Program

(sometimes referred to as food stamps)

Resources for More Information 

 Ages & Stages: Teens (American Academy of

Pediatrics)

http://www.healthychildren.org/english/ages-stages/

teen/Pages/default.aspx

 Health Services (Information Gateway)

https://www.childwelfare.gov/topics/systemwide/

service-array/health/

 MakingHealthyChoices:AGuideonPsychotropic

MedicationsforYouthinFosterCare (HHS, Children’s

Bureau)

https://www.childwelfare.gov/pubs/

makinghealthychoices/

 HealthCare.gov

https://www.healthcare.gov/

 Supplemental Nutrition Assistance Program (SNAP)

Pre-Screening Eligibility Tool (U.S. Department of

Agriculture, Food and Nutrition Service)

https://www.snap-step1.usda.gov/fns/
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

12

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This publication is available online at https://www.childwelfare.gov/pubs/youth-transition/.

Developing Additional Life Skills

In addition to the core areas previously discussed, 

youth need to build their know-how on a variety of daily 

living skills, ranging from effective communication to 

housekeeping.

Things to Know

 Youth need guidance and practice to learn various

aspects of home life, such as preparing meals, doing

laundry, grocery shopping, house cleaning, making

simple repairs, etc.

 Youth learn from their role models and other adults

in their lives about effective communication, good

manners, and other areas important to personal and

professional interactions.

 Lack of transportation can be a barrier for a young

adult to hold a job and access community services.

Rules related to learning to drive and obtaining a

license while in care vary from State to State.

Things You Can Do to Help 

 Involve youth in household activities and chores

 Discuss expectations for adult behavior and model

such behavior

 Talk with youth about transportation options, including

public transportation and owning a car, and the related

costs and benefits for each option

 Have youth test their life skills and knowledge through

independent living assessments, such as the Casey

Life Skills assessment (http://caseylifeskills.force.com/

clsa_learn_youth)

 Help youth identify leisure activities that are safe,

healthy, and easily accessible

 Help youth participate in activities normally

experienced by their peers (e.g., dating, after-school

activities, sleepovers)

Resources for More Information

 Support Services for Youth in Transition: Life Skills

(Child Welfare Information Gateway)

https://www.childwelfare.gov/topics/outofhome/

independent/support/lifeskills/

 “12 Basic Life Skills Every Kid Should Know by High

School” (Parenting magazine)

http://www.parenting.com/child/childdevelopment/12-basic-life-skills-every-kid-shouldknow-high-school

 “Life Skills for Teens” (YourTeen magazine) https://

yourteenmag.com/family-life/top-10-move-out-skills

National Youth in Transition Database 

Survey 

To better understand the outcomes and needs of 

youth who are transitioning out of foster care and 

those who already have, the Children’s Bureau 

established the National Youth in Transition 

Database (NYTD). These youth may be asked to 

participate in the NYTD survey, which collects 

information about their experiences in various 

areas, such has financial stability, education, 

housing, and health insurance. The request 

to participate may come from a caseworker, a 

researcher, or someone else affiliated with the 

initiative. The Federal government, State and local 

governments, and others use the data to better 

understand the needs of this population so they 

can develop and sustain services to support them. 

Please encourage youth in your care to participate 

in the NYTD survey so their voices can be heard.

For more information from a youth perspective 

about participating in the survey, visit https://www.

youtube.com/watch?v=9RmIsaGQ7dw. 

For more additional information about 

NYTD, visit https://www.acf.hhs.gov/cb/

research-data-technology/reporting-systems/nytd. 
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

13

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare Information Gateway. 

This publication is available online at https://www.childwelfare.gov/pubs/youth-transition/.

Conclusion

The journey to adulthood for a youth leaving foster care 

can be both exciting and frightening. As a foster parent, 

you can help youth in your care be better prepared to 

take advantage of available opportunities and overcome 

likely challenges as a young adult. Trying to complete 

all the tasks noted in this factsheet at once would be 

overwhelming. So, start working with the youth in your 

care early, gradually introduce concepts to build selfsufficiency, and provide ample opportunities for youth 

to forge their own path. Talk with youth about prioritizing 

what needs to be accomplished first. By working together 

with the youth, the youth’s caseworker, and other caring 

adults in the youth’s life, you can help build a strong 

foundation for a thriving future.

References

The Annie E. Casey Foundation. (2013). Youthandcredit:

Protectingthecreditofyouthinfostercare. Retrieved 

from http://www.aecf.org/m/resourcedoc/AECFYouthAndCredit-2013.pdf

Barnett, E. R., Butcher, R. L., Neubacher, K., Jankowski, 

M. K., Daviss, W. B., Carluzzo, K. L., & Yackley, C. R.

(2014). Psychotropic medications in child welfare:

From Federal mandate to direct care. Children

andYouthServicesReview,66, 9–17. doi: 10.1016/j.

childyouth.2016.04.015

Center for the Study of Social Policy. (2016). Supporting

youthagingoutoffostercarethroughSNAP. Retrieved 

from https://cssp.org/resource/supporting-youthaging-out-of-foster-care-through-snap/

Child Welfare Information Gateway. (2015a). Healthcare

coverageforyouthinfostercare—andafter. Retrieved 

from https://www.childwelfare.gov/pubs/issue-briefs/

health-care-foster/

Child Welfare Information Gateway. (2015b). Promoting

protectivefactorsforchildrenandyouthinfostercare:

Aguideforpractitioners. Retrieved from https://www.

childwelfare.gov/pubPDFs/guide_fostercare.pdf

Courtney, M., Dworsky, J., Lee, J. S., & Raap, M. (2010). 

MidwestEvaluationoftheAdultFunctioningofFormer

FosterYouth:Outcomesatages23and24. Retrieved 

from https://www.chapinhall.org/wp-content/uploads/

Midwest-Eval-Outcomes-at-Age-23-and-24.pdf 

Denby, R., Gomez, E., & Reeves, R. V. (2017). Careand

connections:Bridgingrelationalgapsforfosteryouth.

Retrieved from https://www.brookings.edu/research/

care-and-connections-bridging-relational-gaps-forfoster-youths/

Institute of Medicine, & National Research Council. (2014). 

Investinginthehealthandwell-beingofyoungadults.

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investing-in-the-health-and-well-being-of-young-adults

Peters, C. M., Sherraden, M., & Kuchinski, A. M. (2016). 

From foster care to adulthood: The role of income. 

JournalofPublicChildWelfare,10, 39–58. doi: 

10.1080/15548732.2015.1090940

Slayter, E. (2016). Youth with disabilities in the United 

States child welfare system. ChildrenandYouth

ServicesReview,64, 155–165. doi: 10.1016/j.

childyouth.2016.03.012

Stewart, C. J., Kum, H., Barth, R. P., & Duncan, D. F. (2016). 

Former foster youth: Employment outcomes up to age 

30. ChildrenandYouthServicesReview,36, 220–229.

doi: 10.1016/j.childyouth.2013.11.024

Thompson, A. E., Greeson, J. K. P., & Brunsink, A. M. 

(2016). Natural mentoring among older youth in and 

aging out of foster care: A systematic review. Children

andYouthServicesReview,61, 40–50. doi: 10.1016/j.

childyouth.2015.12.006

Turney, K., & Wildeman, C. (2017). Adverse childhood 

experiences among children placed in and adopted 

from foster care: Evidence from a nationally 

representative survey. ChildAbuse&Neglect,64,

117–129. doi: 10.1016/j.chiabu.2016.12.009
Helping Youth Transition to Adulthood: Guidance for Foster Parents https://www.childwelfare.gov

U.S. Department of Health and Human Services, 

Administration for Children and Families, Children’s 

Bureau. (2016). NationalYouthinTransitionDatabase

databrief#5. Retrieved from https://www.acf.hhs.gov/

cb/resource/nytd-data-brief-5

U.S. Department of Health and Human Services, Child 

Welfare Information Gateway, & FRIENDS National 

Center for Community-Based Child Abuse Prevention. 

(2016). Buildingcommunity,buildinghope:2016/2017

preventionresourceguide. Retrieved from https://

www.childwelfare.gov/pubPDFs/guide_2017.pdf

U.S. Department of Health and Human Services, 

Substance Abuse and Mental Health Services 

Administration. (2018). Adversechildhood

experiences. Retrieved from https://www.

samhsa.gov/capt/practicing-effectiveprevention/prevention-behavioral-health/

adverse-childhood-experiences

Zanghi, M., Detgen, A., Jordan, P. A., Ansell, D., & Kessler, 

M. L. (2003). Promisingpractices:Howfosterparents

cansupportthesuccessfultransitionofyouthfrom

fostercaretoself-sufficiency. Retrieved from http://

muskie.usm.maine.edu/Publications/ipsi/promising_

practices.pdf

Suggested Citation:

Child Welfare Information Gateway. (2018). Helpingyouth

transitiontoadulthood:Guidanceforfosterparents. 

Washington, DC: U.S. Department of Health and Human 

Services, Children’s Bureau.

U.S. Department of Health and Human Services 

Administration for Children and Families 

Administration on Children, Youth and Families 

Children’s Bureau