Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness

Abstract

After a review of the literature elucidating the status quo for students experiencing homelessness, this article shares the results of a mixed methods study. With a phenomenological qualitative emphasis, the mixed methods study explored the perceptions of parents and children experiencing homelessness regarding their academic needs and the services they considered to be helpful. The researchers also examined archival data associated with an after school tutoring program offered at an agency that works with families experiencing homelessness. A paired samples t test indicated a significant difference the number of failed courses for participants in the tutoring program over a one-year period. Difference in grade point average was not significant over the same period of time. The article shares implications and recommendations for practice.

ReachingAllFamilies: Family, School, and Community Partnerships Amid Homelessness and High Mobility in an Urban District

“…I aimed to examine FSCPs from the perspective of HHM parents, school personnel, and community stakeholders. Building upon earlier work on parental involvement and homelessness (Grothaus et al, 2011;Yon & Sebastien-Kadie, 1994) and also addressing the diversity in HHM families (Hallett, 2012;Miller, 2015;C. M. Shields & Warke, 2010), I examined a medium-sized city and asked, "To what extent are FSCPs fostered with HHM families?"…”

“…Here, I address these research gaps, build upon the work of Yon and Sebastien-Kadie (1994) and Grothaus et al (2011), and contribute to the literature by examining FSCPs from the perspective of HHM parents, school personnel, and community stakeholders. By exploring the diversity in HHM families, I not only complement the work of Miller (2015), C. M. Shields and Warke (2010), and Hallett (2012) but also extend this work by considering housing first.…”

Examining the Relationship Between the Multicultural Self-Efficacy, Empathy, and Training of School Counselors and Their Knowledge and Skills Supporting Students Experiencing Homelessness

“…Promoting this awareness will ensure that appropriate services are being delivered and that advocacy for interventions on behalf of students experiencing homelessness is consistent (ASCA, 2012; Grothaus, Lorelle, Anderson, & Knight, 2011; Havlik & Bryan, 2015). Other crucial elements for effectively serving this population are an elevated awareness of the policies and rights of students experiencing homelessness and the services and interventions that are beneficial in supporting their needs (ASCA, 2012; Baggerly & Borkowski, 2004; Grothaus et al, 2011). To date, however, limited research exists regarding whether school counselors have the knowledge and skills necessary to support the needs of students experiencing homelessness.…”

“…Although research exists related to school counselors’ knowledge and skills in serving this particular population (Gaenzle, 2012; Grothaus et al, 2011; Havlik & Bryan, 2015), it is sparse. For example, Havlik and Bryan (2015) conducted an exploratory study that investigated school counselors’ knowledge and service provision for students experiencing homelessness.…”

Leadership Practices Linked to Involvement in School–Family–Community Partnerships

“…Hence, school counseling scholars emphasize the importance of school–family–community partnerships in tackling students’ mental health challenges (Kaffenberger & O’Rorke-Trigiani, 2013); promoting college readiness and access (Bryan, Young, Griffin, & Henry, 2016; P. L. Hines & Lemons, 2011; Holcomb-McCoy, 2010); addressing systemic issues that affect students, such as poverty (Amatea & West-Olatunji, 2007; Cole, Cowan, & Craigen, 2015; Grothaus & Cole, 2010) and homelessness (Grothaus, Lorelle, Anderson, & Knight, 2011); and closing academic achievement gaps (Trusty et al, 2008). Indeed, recent research demonstrates that school counselors’ leadership resulted in a school–family–community partnership program that contributed to gains in urban elementary school students’ reading achievement and developmental assets (Henry, 2014; Henry et al, 2017).…”