On October 14, 2025, the Special Legislative Commission to Study Educational Outcomes for Children in State Care convened; marking a pivotal moment for youth whose lives too often navigate systems that don’t fully support them. The meeting, broadcast by Capitol TV RI, provides a transparent stage for meaningful policy conversation. (Capitol TV)
As someone who has lived experience within systems of care and now works professionally in systems reform, I believe this session represents more than a report, it’s an opportunity for transformation.
1. What Happened and Why It’s Important
The commission meeting brought together legislators, agency officials, education stakeholders, and advocates to examine how children in state care are faring in school, and what barriers exist to achieving success. With a focus on metrics, lived-experience insights, and systemic review, the goal is clear: ensure that being in state care does not mean you face inevitable educational disadvantage.
Why this matters:
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Academic outcomes are a key indicator of future stability, opportunity, and autonomy for youth in care.
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Systems of care intersect with education at multiple points: placements, transitions, behavioral supports, trauma histories, and funding gaps.
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The meeting signals that the state acknowledges the problem and is seeking to act.
2. Themes That Stood Out
From the proceedings, several themes emerged that are critical to how we approach systems reform:
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Continuity & Transition: Youth in state care often move between placements, schools, and districts. These transitions disrupt learning.
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Trauma & Support: Many of these young people carry trauma yet schools and care systems are not always aligned in response.
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Data Gaps: Without consistent, connected data across child-welfare, education, and behavioral-health systems, progress is hard to measure or manage.
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Lived-Experience Leadership: The voices of youth and adults who have been in care came through as essential (not optional) in shaping meaningful policy.
3. What LEx Advocacy Brings
At LEx Advocacy (Lived Expert Advocacy), our approach aligns exactly with the themes raised in the Commission meeting.
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We don’t simply analyze policy; we design systems that factor in lived expertise.
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We help bridge the gaps between child welfare, education, and community supports so transitions don’t become traps.
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We build data-informed frameworks that hold systems accountable while centering human dignity.
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We coach leaders to embed lived-expert voices not as token advisors, but as empowered partners.
4. Moving From Discussion to Action
The October 14 hearing was a crucial discussion; but discussion alone won’t change outcomes. Here are three next steps I believe we should prioritize:
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Launch a Cohort of Youth/Alumni Advisors: Create a paid advisory panel of young people who’ve experienced state care and are pursuing education—so policies reflect their lived reality.
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Develop an Integrated Data Dashboard: Link education outcomes, placement instability, behavioral-health touchpoints, and funding flows into one actionable system.
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Pilot Transition-Support Programs: Invest in programs that support youth moving between care placements and college or vocational settings with embedded evaluation and lived-expert facilitation.
5. What You Can Do
If you’re part of a government agency, nonprofit, school, or coalition: reach out. We can partner to build the structures required for this work. If you have lived experience of state care and education systems because your voice matters.