Children and adolescents exposed to violence may develop mental health problems, impacting their ability to develop appropriate social‐emotional skills. Limited development of social‐emotional skills has been associated with poor performance in school. A review of the literature was conducted to better understand social‐emotional development in children and its role in a child's ability to function in the school setting. The developmental psychopathology framework is used to illuminate the dynamic relationship between children and their contexts. Specifically, the context of school is explored to identify its role in providing services that address the needs of children and adolescents with social‐emotional limitations.

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SUMMARY This paper presents three exploratory studies of life skills interventions (employment, money management or food/nutrition) with 73 homeless individuals from four shelters and supportive housing programs located in the urban Midwest for youth, victims of domestic violence and adults with mental illness. The Ansell Casey Life Skills Assessment was administered prior to the eight group and individual sessions. Quizzes and posttests indicated clinical change in all groups, with statistical significance in the domestic violence group. The intervention implementation, challenges encountered, and strategies developed for implementing shelter-based interventions are discussed. Recommendations for successfully providing collaborative university-shelter clinical interventions are provided.