Recent national reports suggest that nearly 1,000,000 families with children experience homelessness and that this number is rising (National Center on Family Homelessness, 2009; U.S. Conference of Mayors, 2010; U.S. Department of Housing and Urban Development, 2011). Families experiencing homelessness are disproportionately more likely to have experienced economic, health, and social risk factors. These experiences can adversely influence the parent–child relationship. The purpose of this article is to (a) review the literature on the determinants and contextual issues of parenting in shelters; (b) describe specific programs that are focused on positive parenting in the context of homelessness; and (c) provide practice, research, and policy recommendations for supporting positive parenting among families living without homes.

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The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically Disengaged Behavior. Both of the dimensions contributed unique variance to the prediction of early mathematics ability and general classroom competencies prior to kindergarten entry, controlling for child demographics. Each dimension also contributed independently to the prediction of academic risk, controlling for child demographics. Implications for practice and policy were discussed. Disciplines Bilingual, Multilingual, and Multicultural Education Comments

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The study developed multiple independent scales of early childhood teacher experiences (ECTES). ECTES was co‐constructed with preschool, kindergarten, and first grade teachers in a large urban school district. Demographic, ECTES, and teaching practices data were collected from 584 teachers. Factor analyses documented three teacher experience constructs: Teacher Efficacy, Job Stress, and School Support. Findings showed differences in teaching practices based on ECTES dimensions in hypothesized directions. Teachers experiencing higher levels of stress spent less time teaching literacy and numeracy and interacting with parents, whereas teachers experiencing higher levels of efficacy spent increased time teaching both cognitive skills and social‐emotional skills and communicating with parents. Analyses of program differences in these measures showed that first grade teachers reported the highest level of stress and that kindergarten and Head Start teachers were more likely to feel efficacious than were first grade teachers or other preschool teachers in child care settings. © 2011 Wiley Periodicals, Inc.

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Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children’s academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children’s homeless experiences.

This study examined the Continuum of Risk Hypothesis by assessing the unique relations between early homelessness and educational outcomes while controlling for co-occurring risks. An integrated data system was used to account for multiple co-occurring early risk factors for an entire cohort of first grade students in a large urban school district and municipality (N = 8,267). Multilevel linear regression models indicated that the presence of some co-occurring risk factors explained the relation between homelessness and academic engagement problems in school. However, after controlling for co-occurring risks, an experience of homelessness was found to be uniquely related to social engagement problems in first grade. These results support the Continuum of Risk Hypothesis and stress the importance of early intervention for children with an experience of homelessness to foster their social development.