Assessment of Knowledge and Perceived Vulnerabilities in Foster Care Systems among Social Work Students in Babcock University

This study assesses the knowledge and perceived vulnerabilities in foster care systems among 128 social work students at Babcock University. The purpose of the study is to examine the influence of academic exposure and training, including coursework and fieldwork, on students' knowledge and perceptions of foster care systems. A quantitative research design was used, with data collected through a structured questionnaire. Descriptive statistics and regression analysis were employed to test the research hypotheses. The results show that students possess moderate to high levels of knowledge regarding foster care laws and permanency planning, but gaps remain in their understanding of practical monitoring systems. Regarding perceived vulnerabilities, students expressed significant concern over monitoring inadequacies and physical abuse risks within foster care placements. Regression analysis revealed that academic exposure significantly predicted students' knowledge of foster care systems (β = 0.32, p = 0.01). Additionally, academic exposure and fieldwork experience significantly predicted students' perceptions of vulnerabilities in foster care placements (β = 0.38, p = 0.00). The findings highlight the need for enhanced fieldwork programs, improved caregiver training, and stronger monitoring mechanisms within foster care systems. These results have implications for social work education and child protection policy, suggesting reforms to improve training and better prepare social workers to address foster care vulnerabilities.