Educating Homeless and Highly Mobile Students: Implications of Research on Risk and Resilience

Masten, Ann S.; Fiat, Aria E.; Labella, Madelyn H.; Strack, Ryan A.

doi:10.17105/spr-15-0068.1

Cited by 57 publications

(70 citation statements)

References 42 publications

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“…This is consistent with theory and prior research indicating that chronic exposure to adversities, such as those more common in homeless and highly mobile families, can undermine children’s development of effective regulatory skills (e.g., Bassuk et sl., 2015; Labella et al, 2016; Masten et al, 2015; Obradović et al, 2010). Of note, though, because differences in children’s backgrounds and early life experiences were inextricably confounded with data collection site (i.e., shelter vs. lab), it is impossible to parse whether these differences reflect substantive differences in children’s experiences or, alternatively, more idiosyncratic differences with respect to where the data were collected.…”

Section: Discussionmentioning

confidence: 99%

“…These children tend to lag behind their lower risk peers, with respect to related constructs like EF (Masten et al, 2015), which, in turn, would be theorized to place these children at risk for comparatively less effective downregulation of ANS activity (Blair & Raver, 2012). Such null relations could be due to many things, including the power afforded by our sample size.…”

Section: Discussionmentioning

confidence: 99%

“…; Cutuli & Herbers, 2014). Thus, collectively, it is not surprising that childhood homelessness has been linked to a litany of negative child outcomes, ranging from emotion dysregulation and psychopathology to academic problems and ill health (e.g., Bassuk, Richard, & Tsertsvadze, 2015; Labella, Narayan, & Masten 2016; Masten, Fiat, Labella, & Strack, 2015; Obradović, Bush, Stamperdahl, Adler, & Boyce, 2010). …”

Section: The Autonomic Nervous System (Ans)mentioning

confidence: 99%

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Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts

et al. 2019

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Developing the ability to regulate one’s emotions in accordance with contextual demands (i.e., emotion regulation) is a central developmental task of early childhood. These processes are supported by the engagement of the autonomic nervous system (ANS), a physiological hub of a vast network tasked with dynamically integrating real-time experiential inputs with internal motivational and goal states. To date, much of what is known about the ANS and emotion regulation has been based on measures of respiratory sinus arrhythmia, a cardiac indicator of parasympathetic activity. In the present study, we draw from dynamical systems models to introduce two nonlinear indices of cardiac complexity (fractality and sample entropy) as potential indicators of these broader ANS dynamics. Using data from a stratified sample of preschoolers living in high- (i.e., emergency homeless shelter) and low-risk contexts (N = 115), we show that, in conjunction with respiratory sinus arrhythmia, these nonlinear indices may help to clarify important differences in the behavioral manifestations of emotion regulation. In particular, our results suggest that cardiac complexity may be especially useful for discerning active, effortful emotion regulation from less effortful regulation and dysregulation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Autonomic Nervous System (Ans)mentioning

confidence: 99%

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Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts

et al. 2019

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“…Having above‐average intelligence, good self‐regulation skills, strong early literacy skills, and intact executive functioning skills have also have been found to buffer against the adversities associated with being homeless in childhood (Crossley & Buckner, ; Herbers et al., ; Kidd & Shahar, ). Although these factors are less malleable than the former, emerging research suggests that they are still mutable and can help foster resiliency in homeless students (Masten et al., ; Zelazo & Carlson, ). With this in mind, research currently is being conducted to test the efficacy of interventions designed to enhance executive functioning in homeless students as well as how improvements in executive functioning can enhance overall resilience (see Masten et al., , for review).…”

Section: Protective Factors Resilience and Overcoming Stigmamentioning

confidence: 99%

“…Although these factors are less malleable than the former, emerging research suggests that they are still mutable and can help foster resiliency in homeless students (Masten et al., ; Zelazo & Carlson, ). With this in mind, research currently is being conducted to test the efficacy of interventions designed to enhance executive functioning in homeless students as well as how improvements in executive functioning can enhance overall resilience (see Masten et al., , for review).…”

Section: Protective Factors Resilience and Overcoming Stigmamentioning

confidence: 99%

The Student Homelessness Crisis and the Role of School Psychology: Missed Opportunities, Room for Improvement, and Future Directions

Sulkowski

2016

Psychol. Schs.

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Affecting more than 1 million youth, student homelessness is growing at an unprecedented rate in the United States. This is alarming because homeless students face significant barriers to their academic success and positive life outcomes. Unfortunately, despite the significant risks and challenges they face, homeless students often are overlooked and not provided with important educational and social‐emotional supports. In addition, information on student homelessness is relatively limited in the school psychology literature and practice guidelines, which can forestall efforts to help these students. To date, only a few empirical articles have been published on student homelessness in school psychology journals and in practitioner‐related literature. To help address this paucity, this article discusses barriers to the academic success of homeless students, as well as ways to reduce these barriers. Additionally, important protective factors, resilience, and ways to overcome homelessness‐related stigma are reviewed. Lastly, ways that school psychologists can become key stakeholders in efforts to help support the academic and life success of homeless students are discussed. The overall goal for this article is to encourage school psychologists to redouble their efforts to support a highly at‐risk yet often neglected student population.

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Districts' and schools' role in identifying and providing services for homeless students: Nested ecological case studies in school districts with high‐ and low‐socioeconomic status

Moore

Astor

Capp

2022

Journal Community Psychology

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Even though homeless students are nested in schools and districts with different socioeconomic status (SES) contexts, little is known about the role of schools and districts for homeless students in these differing contexts. This comparative case study explored the identification, service provision, and school experience of homeless students in high‐ and low‐SES districts. Mixed‐methods case study methodology was used to compare two school districts and their four elementary and middle schools in California. The districts differed based on their SES: low to medium versus high. Findings show that despite differences in the SES context, both districts were underidentifying homeless students. Hence, both districts were underserving and lacking awareness of homeless students that were not identified. However, the low‐SES district had far greater poverty awareness and, subsequently, an existing organizational structure than the high‐SES district to support identified homeless students. Poverty awareness and districts' organizational structure are important contextual factors to consider in designing local and tailored interventions and services for homeless students.

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Educating Homeless and Highly Mobile Students: Implications of Research on Risk and Resilience

Cited by 57 publications

References 42 publications

Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts

Autonomic complexity and emotion (dys-)regulation in early childhood across high- and low-risk contexts

The Student Homelessness Crisis and the Role of School Psychology: Missed Opportunities, Room for Improvement, and Future Directions

Districts' and schools' role in identifying and providing services for homeless students: Nested ecological case studies in school districts with high‐ and low‐socioeconomic status

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