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

Sulkowski, Michael L.

doi:10.1002/pits.21936

Cited by 18 publications

(15 citation statements)

References 59 publications

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“…One of the common and key issues in any public health intervention and research is how to reach those who are most difficult to reach [44–46]. For example, interventions that target youth are commonly implemented in schools and fail to reach those with attendance issues who are often the ones who need the intervention the most [47, 48]. Participants who attended fitness sessions may have been more committed and prepared for a change.…”

Section: Discussionmentioning

confidence: 99%

‘This is the beginning of the new me’: process evaluation of a group fitness intervention to promote wellbeing in formerly homeless individuals

et al. 2018

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Group fitness sessions represent a promising intervention to improve wellbeing of this population. However, the need for more personalised care when delivering fitness sessions, due to the complexity of health issues prevalent in this population, was identified. This has implications for already limited resources, including staffing. Strategies to address this are required to ensure the continuity of fitness programs. Impact evaluation to quantify changes/improvements in wellbeing would complement this work and add much to understanding the effects of participation.

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Section: Discussionmentioning

confidence: 99%

‘This is the beginning of the new me’: process evaluation of a group fitness intervention to promote wellbeing in formerly homeless individuals

et al. 2018

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“…Although more research is needed in this regard, homeless youth may also benefit from interventions that aim to improve all students’ social-emotional functioning (Sulkowski, 2016). For example, universal intervention programs such as social-emotional learning, bullying prevention programs, and positive behavior intervention plans may help students feel more comfortable and included in schools.…”

Section: Discussionmentioning

confidence: 99%

Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?

Griffin

Sulkowski

Bámaca‐Colbert

et al. 2019

Journal of School Psychology

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Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth’s daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, we used a baseline survey in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.

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“…School enrollment and participation is an important protective factor for at-risk, vulnerable and marginalized students (Sulkowski, 2016). However, in light of the current anti-immigrant sentiment in the USA as well as concerns about immediate deportation, many unauthorized children and families fear that they will be identified and reported to ICE (Gonzales, Terriquez, & Ruszczyk, 2014;Wang, 2016).…”

Section: School Enrollment and Participationmentioning

confidence: 99%

Effects of Anti-Immigration and Anti-LGBT Policies on K-12 Students

Allen

2020

Handbook on Promoting Social Justice in Education

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Education is an important and effective way to level the socioeconomic playing field for children in poverty. Schools have a great responsibility to provide educational opportunities for children, particularly children from impoverished backgrounds, to ensure they become globally competitive, civically oriented, and socially oriented members of society. Recently, anti-immigration and anti-LGBT polices have significantly impacted how states fund, educate, and provide healthcare services for students enrolled in public K-12 schools. These policies often result in American's most fragile children being left as collateral damage of partisan politics. This chapter explores the impetus of two policy initiatives which greatly impact the lives of many of America's vulnerable youth: comprehensive immigration reform and anti-LGBT (lesbian, gay, bisexual, and transgender) legislations. The first half of the chapter provides a historical perspective on immigration, followed with a description of who are immigrant families and why they migrate to the USA. The anti-immigration section of the chapter concludes with the educational trajectory for undocumented students, the challenges they face in K-12 schools, and ways school leaders can advocate for undocumented families and students. Also discussed are anti-LGBT legislations and laws, coupled with an overview of LGBT students in K-12 schools, in addition to exclusionary school policies and practices. Finally, the chapter concludes with several effective strategies that teachers, principals, and counselors can use to effectively respond to the needs of undocumented and LGBT students. It should be noted, for the purposes of this discussion, the term "undocumented" (not "illegal immigrant" or "alien") is used to refer to immigrants living in the USA without the status of citizenship or legal permanent residency.

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

Cited by 18 publications

References 59 publications

‘This is the beginning of the new me’: process evaluation of a group fitness intervention to promote wellbeing in formerly homeless individuals

‘This is the beginning of the new me’: process evaluation of a group fitness intervention to promote wellbeing in formerly homeless individuals

Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?

Effects of Anti-Immigration and Anti-LGBT Policies on K-12 Students

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