Winton, Susan2019-07-022019-07-022019-03-282019-07-02http://hdl.handle.net/10315/36303Crown Wards in Ontario change placements 2.6 to 8.6 times (on average) with the provincial average being four times (Contenta, Monsebraaten, Rankin, Bailey & Ng, 2015, p. 20). This means children in care often change schools. The aim of this study is to learn, directly from Indigenous children in care, their experiences of multiple school changes through exploring the rewards and challenges of starting a new school; ways children prepare for a new school; strategies they use to adjust to a new school; and ways the child welfare and education systems can alleviate the impact of multiple school changes. The methods used for this study include focus groups and participant journals. Four overarching themes were identified within the data: Vulnerability, Relationships, Adaptation, and Excitement. This study adds important new knowledge about Indigenous children in care, specifically about their experiences of disruptive school placements.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Social researchElectronic Thesis or Dissertation2019-07-02children in carelooked-after childrenchild welfarechild protectionIndigenous children in careIndigenous studentsAboriginal children in careAboriginal studentsplacement disruptionplacement movesplacment stabilityplacement changesschool movesschool disruptionschool transfersschool changesfoster carefoster parents