Hidden Success: Learning From the Counternarratives of High School Graduates Impacted by Student Homelessness

Abstract

The number of youth experiencing homelessness in the United States has nearly doubled over the past decade from 688,000 in 2006 to over 1.3 million as of 2017. While graduating high school is a significant barrier for many students experiencing homelessness, many youth are able to successfully graduate despite their unstable living conditions. This qualitative study used the antideficit achievement framework to analyze the counternarratives of eight youth who successfully graduated high school while experiencing homelessness. Findings showed that strong peer relationships, the support from caring teachers, and attending church served as impactful influences that helped youth experiencing homelessness graduate high school.

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

“…Equally important, this study examines Black youth who experienced homelessness in high school via an analysis of their success. Despite the obstacles that they endured, all of the participants of this study graduated high school and are engaged in meaningful work today, which shows that we can also learn about structural issues through the successes of marginalized student populations (Edwards 2019).…”

Listening to formerly homeless youth

“…They highlighted teachers who dedicated time to providing additional tutoring to ensure that they were truly making progress toward college. The teachers who made them feel most cared for, they told me, were those who provided this combination of demanding instruction and additional support for all of their students (Aviles de Bradley, 2011; Edwards, 2019). While the combination of academic rigor and support is a recipe for success for all adolescents, it is especially powerful for youth experiencing homelessness.…”

“…Strong friendships are important for students experiencing homelessness and are critical to helping them stay engaged in school through graduation (Edwards, 2019). Helen, for example, credits her best friend Natalia for her involvement in student government and the softball team, and for her decision to apply for college.…”

The Dynamics and Measurement of High School Homelessness and Achievement

“…Students who experience homelessness often face educational challenges, which McKinney-Vento provides funding and guidance to schools to remove (GAO, 2016; Parrott et al, 2022). About 76% of students identified as homeless live doubled-up, which can shape students’ educational experiences through issues like intra-household conflicts, lack of study space, and competing demands (Edwards, 2019; Hallett, 2012). Students experiencing homelessness are more likely than housed students to change residences and schools, both of which can reduce scholastic engagement, hinder participation in extracurricular activities, or lead students to miss opportunities such as dual-enrollment classes and college counseling (GAO, 2016).…”