EDUCATOR SPOTLIGHT | Academic Support for Homeless Students

Credit:  Learning Policy Institute.org

Supporting Academic Success for Homeless Students

By Stephanie Clagnaz, Ed.D.

Students who experience homelessness have unique academic and social emotional needs. When youngsters have homes that are tenuous, educators can take steps to make their school experiences more successful. A simple starting point is to assess the students’ academic needs to ascertain and respond to the levels of support that they may need.

After analyzing their needs, consider the following:

• Ensure that students have school supplies that they need and if necessary, provide time and space for a student who may not have a proper study environment outside of school to complete homework assignments or work on school projects.

• Find out if students’ basic nutritional and clothing needs are met. If they need assistance, connect them with school personnel who can help.

• If students need technology to complete assignments, ascertain whether or not they have access to high speed internet and a device, such as a computer, laptop, or tablet. Investigate whether or not internet hotspots may alleviate inequities in quality internet access.

• Make sure that there are no punitive measures in place to address behavior related to student homelessness, such as tardiness or incomplete homework. Provide support to address these behaviors if needed.

• Keep lines of communication with families open. Check in with families to assess their current condition and any progress that may have been made. 

• Create a welcoming environment and help students to feel that they belong in your classroom and school community. Work on building relationships and developing trust with students and their families.

These are related issues that may impact academic success for unhoused students. Consider:

• Multilingual learners |  Provide resources for ENL evaluation and services if needed. If adult family members do not speak or understand English, the school or district should provide a qualified interpreter for school meetings.  

• Transportation | Work with school officials to provide transportation to and from school and potentially after-school programs. 

• Attendance | Oftentimes, students who are experiencing homelessness have high rates of chronic absenteeism. Monitor attendance and provide support in helping students to attend school regularly. 

• After-school programs | Some unhoused students may benefit from attending after-school programs that address academic and socioemotional needs. Network with programs that provide homework assistance, tutoring, enrichment activities, and field trips that supplement classroom learning. 

• Trauma, anxiety and/or depression | Homelessness often includes youngsters who experience trauma, anxiety or depression and may require psychological assistance. Help families to make connections with appropriate service providers. 

Additional Resources:

• Supporting Academic Success and Safety for Children and Youth Experiencing Homelessness During the COVID-19 Pandemic

• Supporting Academic Success of Students Experiencing Homelessness

• Tips for Teachers & Staff: How to Support Students Experiencing Homelessness

• Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding | Learning Policy Institute

• Educational Practices to Identify And Support Students Experiencing Homelessness - EdResearch for Action

• Educating Children and Youth Experiencing Homelessness: Summary of Research 2015 - 2022

How can LEDbetter help?

We can provide educators and staff with interactive, relevant professional development sessions that increase their knowledge and awareness of steps that can be taken to increase the academic performance of students who experience homelessness.

Consider participating in our ARP Homeless Children and Youth II Consortium. Workshops and strategies to help students, such as:

• Overview and understanding of of the McKinney-Vento Act to better serve students who experience homelessness

• Strengthening social-emotional learning (SEL) and trauma-informed lesson structure, including:

• Creating a welcoming, trust-building educational spaces that are culturally and linguistically responsive

• Building community and connecting to the content

• Enhancing student engagement, using various opportunities to grasp content and employing multiple learning modalities

• Lesson review that highlights both content and student accomplishment

• Using restorative justice practices

To learn more about how we can support you, please email excelerator@led-better.org, or schedule a call with us.