EDUCATOR SPOTLIGHT | Social-Emotional Needs of Homeless Students
Addressing the Social-Emotional Needs of Homeless Students
By Stephanie Clagnaz, Ed.D.
Homelessness is a trauma-inducing experience that can significantly impact the physical, social, and emotional health and well-being of children. (Finster, Buccelli, Hobbs, Haskett, 2024). According to the National Association of Elementary School Principals (NAESP), to better serve students who are experiencing homelessness, schools must implement social emotional learning that “...seeks to help students develop agency and attend to the systemic barriers that impact student agency, self-advocacy, and self-determination…”. This kind of approach to social emotional learning for all vulnerable student groups, including those who experience homelessness, students with disabilities, English language learners, immigrant students, members of the LGBTQA+ community, and students who live in poverty is imperative to foster a sense of belonging and to build strong, positive school connectedness for students who are often alienated.
A critical starting point for schools in addressing the social emotional needs of unhoused students is strong and consistent communication to keep teachers and other staff informed about the experience of students who are experiencing homelessness. If teaching and support staff members are unaware of the housing status of students as defined by the McKinney-Vento Act, they are incapable of supporting students. We recommend that individual students are strategically paired with an individual staff member who can confidentially assess the status of the student’s basic needs, including having sufficient food, appropriate clothing and hygiene supplies, and adequate school supplies. When more of an individual’s basic needs are met, next steps can be put into place to support students living under this level of trauma and stress.
When an unhoused student is paired with an appropriate staff member, connections can be made and a sense of belonging can be established. A compassionate staff member has the unique opportunity to build a positive relationship with the student by beginning each day with a short check-in to establish the child’s daily status regarding basic needs and to connect to the child so that they begin to feel more secure and comfortable in school. Oftentimes, children experiencing homelessness experience a disconnect from their environment and are overwhelmed by the demands of schooling. In addition to a strategic adult building a positive relationship with the child, it is recommended that the child establish at least one meaningful relationship with a peer. Some schools have met with success in creating a buddy system, partnering the unhoused child with another student with whom a relationship can begin.
Homelessness takes its toll on children. Providing time for mindfulness activities, such as those that promote self-regulation, deep breathing, and role play have proven to be helpful for students whose lives are trauma-filled. This level of support can have a positive impact on children living with the level of stress that homelessness evokes. Mindfulness activities can contribute to a child feeling as though they are seen and heard and that they have some level of control over their lives. Physical activities can help students living with this level of trauma as well. Schools have the opportunity to provide consistent times during the day to engage homeless students in various physical activities, including daily recess, sports, or simply taking a walk to ensure that the children have the chance to release undue stress. Resources such as Gonoodle.com provide teachers with a technology-based option for quick physical activities as well.
Finally, schools should serve as advocates for the unhoused. Most states recommend that each school with enrolled students who are classified as meeting the McKinney-Vento Act criteria appoint a school liaison who serves as a point of contact for students and their families. The liaison also keeps school personnel informed about the living situations of unhoused students as well as any changes to their status. Liaisons and other school employees can further advocate for students and their families within the community by identifying social service agencies that are able to provide needed support, which may include local food banks and community meals, organizations that are able to assist with clothing, and mental health resources for students and family members.
Need assistance? LEDbetter can help you better serve students who are experiencing homelessness. For schools and districts who qualify, join our ARP Homeless Children and Youth II Consortium. LEDbetter’s workshops within our Consortium or stand-alone interactive professional development sessions can provide your school staff with a better understanding of the components of the McKinney-Vento Act, trauma-informed practices to better serve unhoused students, sessions on social-emotional learning, and helping your staff to deepen their awareness of culturally responsive teaching. Contact us for more information and a consultation to discuss how we can best meet your needs.
To learn more about how we can support you, please email excelerator@led-better.org, or schedule a call with us.
