Academic Adjustment and Attention-Related Difficulties in Foster Care versus Family-of-Origin Adolescents: The Role of Relational Trauma and Protective Resources

Introduction. Attention to diversity and the identification of factors that can affect development and learning are essential functions of educational guidance. Adolescents in foster care are often exposed to early adverse experiences that may increase the likelihood of attention problems, hyperactivity and school difficulties, heightening the need for educational and psychopedagogical support. This study aimed to analyze academic adjustment and attentional/hyperactivity–impulsivity difficulties in adolescents in foster care compared to those living with their family of origin, and to explore the role of relational trauma, perceived social support, resilience and stress management as risk and protective factors.

Methods. Participants were 32 Spanish adolescents (aged 12-19): 16 in foster care and 16 living with their family of origin. Following ethics committee approval and informed consent, the instruments assessed study disposition/academic adjustment (SENA), relational trauma (CAMI-r), perceived social support (MOS), resilience (CD-RISC-10), and stress management (EQ-i:YV). Descriptive analyses, Student's t-tests, ANCOVAs, MANCOVAs and fuzzy-set Qualitative Comparative Analysis (fsQCA) were performed.

Results. Adolescents in foster care showed higher relational trauma, which was linked to greater attention and hyperactivity–impulsivity difficulties. Social support and resilience showed no significant direct effects, whereas better stress management was related to fewer difficulties. fsQCA showed that difficulties and academic adjustment were more strongly tied to relational trauma than to family living arrangement; high study disposition combined high resilience with absence of trauma.

Conclusion. Findings highlight the importance of trauma-sensitive educational guidance and stress-regulation strategies tailored to students' needs, reinforcing prevention, detection, and early intervention against the consequences of relational trauma.