‘Good for Kids’: Children Who have been Homeless Talk about School

Abstract

Children who experience homelessness are at risk of poor health and well-being, and negative social outcomes. They are often exposed to stressful life events, such as domestic violence, parental mental health difficulties and family breakdown. Although many experience difficulties in remaining engaged in school, children report that schools can provide them with a sense of belonging and can help them and their families to link with supports to assist them through their homeless experience. This article reports on a study with children who had experienced homelessness with their families and discusses their thoughts on homelessness and school. It highlights some of their difficulties and worries, but identifies some opportunities for support.

Youth homelessness and its relationship with family conflict: Models for policy and practice

“…For example, for many young people, personal or familial drug use is a critical factor in leaving home (Mallett, Rosenthal and Keys, 2005). It is well understood that family breakdown, parental drug and alcohol use, domestic violence, parental mental health issues are some of the factors that may lead to homelessness (Moore and McArthur, 2011). Research has also found that youth who experience home relationships characterised by abuse, neglect and conflict are at increased risk of homelessness (Heinze, Jozefowicz, and Toro, 2010).…”

Building Better Schools with Evidence-based Policy

“…Irregular school attendance (e.g., Moore & McArthur, 2011), underachievement and learning difficulties (e.g., ICPH, 2019), risk-taking behaviours (e.g., binge drinking, Cutuli, 2018), behavioural issues (e.g., Cutuli, 2018) and early school leaving (e.g., Low, Hallett, & Mo, 2017) are common presentations among homeless students. Furthermore, homelessness in children and adolescents is associated with multiple negative physical health, mental health and behavioural outcomes (Gultekin et al, 2020).…”

“…Establishment of effective school and community collaborations with the aim of keeping students safe at home or in supportive housing and at school A school's role in the promotion of self-worth and belonging and in providing important reparative relationships for students facing difficult home circumstances cannot be underestimated (e.g., Moore & McArthur, 2011). Schools must actively promote interprofessional collaboration, both within the school and with outside agencies, to ensure students have their needs met so they can experience educational success (Markward & Biros, 2001).…”

Meeting the needs of students with disabilities experiencing homelessness: Federal, community, and educator roles

“…When students such as Chris and Katie who are experiencing homelessness do attend school, they often face academic and social challenges resulting from frequent interruptions of their educational experiences (Walther-Thomas, Korinek, McLaughlin, & Williams, 1996). Understandably, students such as Chris and Katie often fall behind academically or lack basic math or reading skills as a result of frequent absences (Moore & McArthur, 2011). Moreover, they score significantly lower on standardized tests compared to their housed counterparts (Obradovic et al, 2009).…”

“…As illustrated in the introductory vignettes and based on the above-mentioned statistics, it is clear that children and youth with and without disabilities experiencing homelessness are an especially vulnerable population for whom school can be particularly problematic. Despite the additional challenges they encounter in educational settings, students experiencing homelessness value school and view it as a safe and stable environment with teachers who care (Moore & McArthur, 2011). Thus, school as a whole-the physical space, the people within it, and the education provided therein-is vital to the success and well-being of children and youth experiencing homelessness, including those with disabilities.…”