The Role of Educators:
Creating a Foundation of Stability and Success

How Educators Can Support Kinship Families

When we think about the many hats educators wear—mentor, motivator, guide, advocate—one that’s becoming increasingly essential is that of ally to kinship families. These families, in which children are being raised by relatives or close family friends rather than their biological parents, are more common than many realize. Across the country, thousands of grandparents, aunts, uncles, siblings, and other kin step up to provide care—often unexpectedly and with little preparation.

As a former foster parent, a home study assessor for kinship caregivers, and an educator myself, I’ve seen firsthand how kinship care creates both incredible resilience and unique challenges. For children in these homes, school can be a stabilizing force—or an added stressor. That’s where educators play a critical role.

Understanding the Kinship Care Landscape

Kinship caregivers often take on their role suddenly, stepping in during a family crisis. Unlike foster care placements, they may not receive the same support or resources. Children in kinship care may carry the emotional weight of separation, trauma, or neglect—all while trying to adjust to a new home and school environment.

Educators may be the first consistent adult outside the family to notice when a child is struggling. That puts schools in a powerful position to support healing, build trust, and foster success.

Create a Trauma-Informed Classroom

Children in kinship care often bring experiences of loss, instability, or trauma with them. Teachers who understand trauma and its impact on behavior, learning, and relationships can better support these students. Adopting trauma-informed practices—like creating predictable routines, building safe relationships, and responding with empathy—helps children feel secure and valued.

Practice Trust-Based Relational Intervention® (TBRI®) Strategies

TBRI® is an evidence-based approach that meets children’s needs through connection, empowerment, and correction. In the classroom, this can look like offering choices, giving voice to students, and using attachment-based discipline. These simple shifts can create powerful changes in behavior and engagement for children from hard places.

TBRI® was developed at Texas Christian University Child Development Institute by the late Dr. Karyn Purvis. 

Learn more about TBRI® here: https://child.tcu.edu/about-us/tbri/#sthash.M15fUhy5.dpbs 

Communicate with Caregivers

Kinship caregivers may not always be familiar  with school systems or feel confident navigating education-related issues. Reaching out with warmth, respect, and clear communication builds trust. Educators can become a vital partner to caregivers by sharing updates, celebrating progress, and helping them understand available resources or services.

Be Flexible and Compassionate

Children in kinship care may arrive at school without school records, may need help with basic needs, or may be navigating complex family dynamics. Flexibility with deadlines, patience with behavior, and compassion in conversation can go a long way. A child’s success is often built on the grace they receive in small, everyday moments.

Advocate and Connect

Educators can play a vital role in connecting kinship families to support services—whether through counselors, community agencies, or local programs. Even just being aware of who to contact within the school or community can make a huge difference for a caregiver trying to find help.

It Takes a Village

Kinship caregivers step into the role out of deep love and commitment. But they can’t do it alone. Educators are essential members of the caregiving team, offering consistency, encouragement, and opportunity.

By recognizing the unique needs of kinship families and responding with compassion and understanding, educators help ensure that every child—not just those from traditional family structures—can thrive. In doing so, they don’t just teach—they transform lives.

About the Author:

Patrick Dierschke is a former foster parent, kinship home study assessor, educator, and founder of the San Angelo Family Network. He leads workshops and trainings on trauma-informed care and the role of community in supporting kinship families.