The Invisible Struggle: Understanding Student Homelessness
Anastasia sleeps on her friend’s couch and borrows her friend’s clothes to wear to school. Her dad kicked her and her mom out of the house after a fight that turned physical. Diego lives with his parents and his dog in a bedroom illegally subleased to them by other renters after his parents lost their suburban home due to a job layoff and illness. Fredrick lives with his two brothers, one sister, and mom in a motel room after a bad storm three months ago made their old house unlivable.
These young people, though their circumstances differ, have one thing in common – they all meet the federal definition of homeless youth under the McKinney-Vento Homeless Assistance Act. This act defines homelessness as any student without “a fixed, regular, and adequate nighttime residence.” It provides legal guidelines and funding to help improve schooling experiences for youth who are homeless.
While the McKinney-Vento Act has been in place since 1987, many educators and administrators are still unaware of its implications for schools. Understanding the realities of student homelessness and the federal protections in place is crucial for supporting this vulnerable population.
The Growing Epidemic of Student Homelessness
Identifying the exact number of students experiencing homelessness is difficult, as these students tend to be highly mobile and experience significant shame, reducing the likelihood of reporting their housing status. However, available estimates suggest the issue is widespread and growing.
Before the COVID-19 pandemic, families with children constituted 30% of the homeless population in the United States. At the start of the 2017-2018 school year, 1.5 million students in the US reported experiencing homelessness – a 15% increase since the 2015-2016 school year and more than double the number of students who were homeless (590,000) in 2004-2005.
In large cities, the percentages of student populations experiencing homelessness are even higher than the national averages. In New York City, for example, one in ten (114,085) youth experienced homelessness during the 2018-2019 school year.
Young people of color, LGBTQ youth, students in special education, and pregnant/parenting teens all disproportionately experience homelessness. Many urban schools and districts report rates of student homelessness between 10 and 20 percent.
Experiencing homelessness negatively impacts students’ schooling outcomes. Compared to their traditionally housed peers, attendance and graduation rates are lower, as are academic achievement rates in reading and math. Special education placement rates are higher, and incidences of multifaceted trauma are much higher. Even after students regain stable housing, their academic outcomes may continue to lag behind those of their peers.
The Expanded Definition of Student Homelessness
Research on the impact of homelessness on educational access and outcomes, as well as advocacy on behalf of students experiencing homelessness, prompted the federal government to broaden its definition of student homelessness. The emphasis on any student without “a fixed, regular, and adequate nighttime residence” includes children and youth who:
- Are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (often referred to as “doubling up”)
- Are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations
- Are living in emergency or transitional shelters
- Are abandoned in hospitals
- Are awaiting foster care placement
- Have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings
This expansive and inclusive definition of homelessness affords legal protections for children and youth who are without stable and adequate housing. States, school districts, and schools are required to meet certain obligations, including:
- Immediately enrolling students experiencing homelessness, even if they lack normally required documents
- Providing transportation to the school of origin (the school the student attended when permanently housed or the school in which the student was last enrolled)
- Removing barriers to academic and extracurricular participation
Unfortunately, many districts and schools continue to be unaware of these legal requirements or struggle to fully implement them. As a result, many children and youth experiencing homelessness continue to face barriers and challenges accessing educational services, especially in districts without visible signs of homelessness.
Promising Practices for Supporting Students Experiencing Homelessness
Educators, administrators, and staff members play crucial roles in the lives of students experiencing homelessness. Here are some promising practices to address the unique needs of this student population:
Educate Yourself and Others
An essential first step is to learn about homelessness in your school community. Gather data on the number of students experiencing homelessness, how the COVID-19 pandemic has affected housing insecurity, and the specific needs of your students. Pursue systematic professional development for the entire school staff to build a coherent and sustained response.
Integrate Homelessness Responsiveness into School Plans
Include goals to improve outcomes for students experiencing homelessness in your school’s improvement plans. This will help ensure these students receive the resources and support guaranteed by federal protections.
Secure Resources
Find out if your district has a McKinney-Vento subgrant and how the resources are being utilized. If not, advocate for applying for the grant. Even without the grant, students are guaranteed protections, and the district must cover the associated costs.
Collaborate and Form Partnerships
Investigate what resources are available in your local community. Many schools and districts collaborate with community agencies to help implement and expand the supports covered under McKinney-Vento.
Implement Trauma-Sensitive School Practices
Explore trauma-informed approaches to support students experiencing homelessness. This assets-based approach recognizes that what occurs in students’ lives outside of school influences their participation in class and helps build authentic relationships to develop trust, build on strengths, and better respond to needs.
Provide Academic and Psychological Support
In addition to supporting basic needs, students experiencing homelessness will likely benefit from counseling and academic interventions, such as intensive tutoring. Coordinate with your school district and community-based organizations to identify available resources.
Prepare Students for the Transition to Life After High School
McKinney-Vento requires schools and districts to provide priority access to college preparation programming for students experiencing homelessness. Work with students to explore postsecondary opportunities and funding, and help them navigate housing issues as they make decisions about higher education.
By implementing these promising practices, schools and districts can better support students experiencing homelessness and help them overcome the significant barriers they face. With caring and informed educators, these students can thrive academically and beyond.
The Impact of the COVID-19 Pandemic
The COVID-19 pandemic has disproportionately affected students experiencing homelessness. Many of the resources they depend on were completely unavailable when schools were closed, and some have not returned while schools are in distance or hybrid mode.
It is vital that educators and administrators understand that the extraordinary situation the pandemic created for schools did not suspend the requirements to serve students experiencing homelessness. Schools must continue to provide immediate enrollment, remove barriers to access, and ensure students have the technology and resources necessary for full participation in learning, whether in-person or online.
Conclusion
Homelessness is one of the most life-altering experiences young people can have during their school years, but it is an experience that can be addressed and overcome. Responsive schools with caring and informed teachers are essential parts of the support infrastructure and process.
By educating themselves, integrating homelessness responsiveness into school plans, securing resources, collaborating with the community, and implementing trauma-sensitive practices, educators can make a profound difference in the lives of students experiencing homelessness. With the support of their school and community, these resilient young people can overcome the challenges of housing insecurity and thrive academically and beyond.
To learn more about supporting students who are homeless, visit the National Center for Homeless Education or the National Association for the Education of Homeless Children and Youth. For additional resources, explore the Stanley Park High School website.
