Youth in foster care with disabilities may need tailored services that support the transition into adulthood
An interdisciplinary study examines how patterns of service use during the transition to adulthood vary for youth with disabilities.
In the U.S., youth with disabilities make up 32% of the foster care population. Youth in foster care ages 16-21 who are transitioning into adulthood with disabilities face an increased risk of unemployment, low self-esteem, homelessness, and incarceration compared to those without disabilities. While some federal and state services are available to help youth in foster care transition successfully to adulthood, youth in foster care with disabilities have a complex array of needs that require additional services and support.
Previously, there was limited knowledge about how youth in foster care with disabilities used services as they transition to adulthood and move toward greater independence. A recent study by Melissa Villodas, whose research focuses on mental health among vulnerable populations, and disability researcher Gilbert Gimm examined how 9,000 transition-age youth in foster care with and without disabilities, used services across all 50 U.S. states.
Disability types include intellectual, sensory, physical, and emotional disabilities. When assessing the use of support services, Villodas and Gimm concluded:
At the intersection of disability and transitioning to adulthood: service receipt by disability type among youth in foster care was recently published in the February 2026 issue of Children and Youth Services Review.
About the researchers
Melissa Villodas is a researcher who believes context matters – this includes both the context of our environments and the context shaped by diverse experiences across sociodemographic factors. Her core research value centers the person-in-environment perspective to more innovatively and effectively improve mental health.
Gilbert Gimm is an expert in disability and aging, program evaluation, and health care financing. His research has included access to care for adults with disabilities, family dementia caregiving, and substance use among youth with disabilities.
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Previously, there was limited knowledge about how youth in foster care with disabilities used services as they transition to adulthood and move toward greater independence. A recent study by Melissa Villodas, whose research focuses on mental health among vulnerable populations, and disability researcher Gilbert Gimm examined how 9,000 transition-age youth in foster care with and without disabilities, used services across all 50 U.S. states.
Disability types include intellectual, sensory, physical, and emotional disabilities. When assessing the use of support services, Villodas and Gimm concluded:
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Youth in foster care with disabilities received special education and mentoring services at higher rates than others across all age groups (16-17, 18-19, and 20-21).
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Youth in foster care without disabilities used room and board financial assistance at higher rates than those with disabilities (in all age groups).
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Although service use increased for all youth in foster care around age 19, there was a decline in service use at age 21, a time when transition-age youth with disabilities often require additional supports
At the intersection of disability and transitioning to adulthood: service receipt by disability type among youth in foster care was recently published in the February 2026 issue of Children and Youth Services Review.
About the researchers
Melissa Villodas is a researcher who believes context matters – this includes both the context of our environments and the context shaped by diverse experiences across sociodemographic factors. Her core research value centers the person-in-environment perspective to more innovatively and effectively improve mental health.
Gilbert Gimm is an expert in disability and aging, program evaluation, and health care financing. His research has included access to care for adults with disabilities, family dementia caregiving, and substance use among youth with disabilities.
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