Foster students are considered the most educationally vulnerable students. Of the over 400,000 foster youth, approximately 270,000 are school-aged. Foster youth are reported to have higher likelihood of adverse childhood experiences, development of psychopathology, higher drop out rates, increased medication prescriptions, chronic absenteeism, experience placement instability, as well as long term physical and mental health issues. Middle school foster youth are especially vulnerable as this is a critical and transitional stage of development. Foster youth are disproportionally exposed to ACEs, they are also at risk for placement instability which carries not only psychological implications but also can lead to poor educational outcomes like absenteeism, high dropout rates, and overidentification/underidentification within the special education population. With multiple agencies working independently to help foster students, there needs to be formal framework in place to identify and assist these students, which mandates the guidance of school psychologists. School psychologists play a pivotal role in the educational success of foster youth as they understand the brain concerning trauma and learning, informing foster youth educational planning. School psychologists can inform practices and policies to help establish a collaborative, trauma-informed framework within MTSS to help foster students be successful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]