Ensuring Educational Success for Children Who Have No Home to Call Their Own

Sarah High

Mrs. Thomas

SEGL 102

29 March, 2013

Ensuring Educational Success for Children Who Have No Home to Call Their Own

            Throughout American History one can see the many economic shifts which have affected every citizen in our country.  During this there has been one challenging phenomenon that has continued to exist.  Although the characteristics have varied, homeless persons have walked the streets and struggled to survive since the birth of America.  In the book Homelessness Comes to School, by Joseph Murphy and Kerri Tobin, J Karabanow is quoted “While homelessness has worn assorted masks at different times, it has been a steady facet of North American culture with a very long history.”  From beggars and merchants on the street corner to families in their cars and shelters, one can clearly see how homelessness has not improved, only transformed over time.

            Looking at the homeless in today’s era, several factors such as a job loss and financial hardship, eviction, physical abuse, and natural disasters, which include fires may leave an estimated  2.5 to 3.5 million people yearly living without a permanent residence (Murphy and Tobin, 47).  Out of these individuals, the National Coalition for the Homeless estimates 30% are families with children.  According to the article “Students without Homes” this leaves between 1.4 and 1.5 million children to be considered homeless. These heartbreaking numbers are not taken with ease because according to Peter Miller, the National Association for the Education of Homeless Children and Youth reported 70% of schools in the country had a substantial increase in homeless students from 2008 to present.      

            Children have to face the harsh realities becoming homeless brings such as losing every possession that is dear to them and their sense of security.  The young may experience severe and permanent bearings which undoubtedly affect their educational outcome.  Because these children are at risk for moving often, they are faced with losing connections to classmates and missing important material being taught.  In addition they may also have a difficult time concentrating in class because of their focus being directed towards the anxieties caused from their lack of home life, hunger, and hygiene (Murphy and Tobin, 140).  Since homelessness has severe effects on a child’s physical, emotional, and cognitive well-being, it also puts substantial delays on their social and academic outcomes.  Because of this the Federal Government has mandated a law for school officials to work closely with the community, other school administrators, children, and their parents to search for the perfect solution which will ensure educational success amongst homeless children.

Physical Health Concerns Affecting Self-Regulation and Intelligence amongst Homeless Children

            Seeing the conditions homeless children have to encounter, including their lack of important immunizations and proper medical care, they have much higher rates of acute and chronic health problems (Murphy and Tobin, 99).  Diana Demont reports, “Homelessness proves to have severely adverse effects on children’s health conditions since basic medical and nutritional needs are generally left unmet for children without housing.”  According to the United States Interagency Council on Homelessness, “Children who are experiencing homelessness are sick four times more often than other children.”  These children are four times more likely to have respiratory infections and asthma, have double the ear infections, and have five times more gastrointestinal problems than other children (USICH).  Murphy and Tobin put this research into view by reporting NCFH with, “they are four times higher than the general population” to have asthma, and “almost one in nine homeless children are reported to have one or more asthma related health conditions” (102).  They also report, “In many homeless shelters infectious diseases like tuberculosis and whooping cough run rampant” (103).  Homeless children have also been identified with having higher rates of “significant dermatological problems” such has lice and scabies (103), and without proper shelter are exposed to the possibilities of rodent and insect bites which could cause rodent-borne disease (Murphy and Tobin, 102).

            Food insecurity also plays a problematic role for sustaining proper health of homeless children.  Although programs such as SNAP, WIC, and other food subsidies can be obtained, problems such as transportation and a lack of storage or refrigeration can prevent families of benefitting from these programs.  Meals served at soup kitchens and shelters also show problems fulfilling the dietary needs of the homeless.  These options are available through donations, which may only serve a limited number of meals and only at certain times during the day (Murphy and Tobin, 86).  When it is possible for them to get a hot meal Murphy and Tobin conclude that, “the food is often high is salt and carbohydrates, or low in proteins, iron, and vitamins.”  In their book they also report 40% of homeless women with children having gone at least one day without eating and 21% had gone at least four days out of the month; 23% of the mothers said “there were often times when their children were hungry but there was not enough food to give them” (87). Because of this, homeless children are seven times more likely to have an iron deficiency which leads to anemia (USICH) that is 50% worse than other poor children, and those who are six months to two years old are considered to be at a much greater risk (Murphy and Tobin, 102).  As a result, these children are faced with greater possibilities of stunted growth and developmental delays (USICH).

            With these children being subjected to critical and insufficiently stimulating environments, Developmental delays such as language development, social skills, and fine and gross motor skills, especially in young children can occur (DeMont).  In Courtney Anderson’s article “Opening Doors: Preventing Youth Homelessness Through Housing and Education Collaboration” suggests that a failure in eating nutritional meals will adversely affect not only cognitive development, which could lead to speech impediments, but also a child’s behavior.  Poor health can lead to stunted cognitive development which has profound effects on homeless children’s development (Murphy and Tobin, 104).  In the article “Executive Function Skills and School Success in Young Children Experiencing Homelessness” suggests having a delayed cognitive development decreases self-regulation or executive function skills, and are imperative for school adjustment.  These children will express problems such as movement, spatial relationships, expressive language, vocabulary development, sequencing, and organization, and are often less prepared for advancing to the next stage of development (Murphy and Tobin, 108).

            Various studies indicate that 47% of homeless children ages 0-5 have at least one developmental delay, 33% had two or more, and 44% of all homeless children have two or more delays, with 14% having at least four ( DeMont; Murphy and Tobin, 108).  Because the prerequisite learning does not take place, this causes those students to fall further and further behind creating an immense threat for special education services.  Research indicates that 45% of homeless students in Los Angeles are identified as needing special education, 22% in Chicago, and from 7% to 16% nationwide (140).  Homelessness is a horrifying and treacherous experience for children.  By looking at how their deprived health and nutritional needs place harmful barriers on their development, one can see why education can become a challenge.

 The Lasting Emotional Damage that Creates Educational Distractions

            As a result of homeless children being confronted with personal losses, unpleasant and traumatic conditions which are typically unplanned, they may suffer from psychological and lasting emotional damage (Dill, USICH).  The psychological barriers place children at a far greater risk for acute mental health concerns that effect personal relationships and cause educational distractions.  Murphy and Tobin note that out of all homeless persons, children are more susceptible to mental health conditions, such as depression, high levels of stress and anxiety, aggression, anti-social issues, problems internalizing feelings, low self-esteem, and other emotional impairments (105, 107).  While Vicky Dill notes depression, stress, and anxiety, Diana Demont mentions the children having problems with aggression and anti-social issues. Hart-Shegos and Associates is quoted in Homelessness Comes to School that “One-third of all homeless children have at least one mental disorder that effects their daily activities” with Anderson’s study showing equal figures, however Wilder and Colleagues note “50% of homeless students demonstrated emotional difficulties” (Murphy and Tobin, 109). 

            Since children who are experiencing homelessness commonly suffer from sleep deprivation and chronic stress, they may become listless, pessimistic, or jaded (Dill).  They will also become disoriented, which leaves homeless children feeling confused, out of control, and uncertain of their future.  Often these children are left feeling shameful, guilty, and inferior to others.  Living in very mobile situations, which has children frequently changing schools, meeting new people, and searching for new shelter intensifies these emotions because they often do not have the opportunities to form connections with classmates and others.  The article, “Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness” suggests that “fewer students experiencing homelessness reported having a close friend or social support compared to their housed peers.”  Courtney Anderson is quoted, “Increased mobility weakens the ties that the youth has to a community, which further harms any support system that may be in place.”  The destruction in their lives leaves them unable to trust others and their perceptions of reality (112).  As a result disengagement and alienation from their surroundings and family occur resulting in complete isolation and loneliness.  Becoming withdrawn and lacking trust and commitment to social situations advances these difficulties, and has them internalizing their emotions indicating that behavior problems, low self-esteem, anxiety and severe depression could arise (Murphy and Tobin, 109).

            Homeless children have three times the rate of behavior problems than do their housed peers.  One study amongst homeless children written in “Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness” states in their situation five out of thirteen children knowingly had major behavior incidents at school, and five other children’s parents were not concerned with their behavior although the school was. The USICH reports 36% of homeless children are observed having delinquent or aggressive behavior, compared to 17% of other children.  These actions leave them susceptible to risky behaviors such as drug and alcohol abuse, unsafe sex, criminal behavior, and gang violence (Murphy and Tobin, 120).  DeMont mentions homeless children being at risk for substance abuse which is a cause for concern in and out of the classroom.

            According to Spartanburg County School District Seven’s homeless liaison Richard Andrews, homeless children’s self-esteem is one of the biggest concerns he has noticed.  Because of the homeless status they carry and the negative stereotypes perceived by themselves and others they carry a lower self-esteem (DeMont).  Being bullied over their poor hygiene, dirty clothes, and unconventional living situations complicates their feelings (Dill).  Homeless children burden themselves with shame and guilt, and often retain blame for their situation, which causes an even poorer self-worthiness.  The effects and behaviors associated with a reduced self-esteem will further decrease their self-value leading to depression.

            The United States Interagency Council on Homelessness estimates 47% of homeless students present symptoms of depression and anxiety.  Although depression is present in every investigation on the effects of homelessness on children, the magnitude depends on the shelter conditions and length of homelessness (113).  Since mental health assistance is rarely available, these children may get to a point where they have suicidal thoughts.  One study noted almost all homeless children had thought of suicide, and 50% had attempted it (Murphy and Tobin, 114).  Compared to housed children, those ages eleven to seventeen are twice likely to commit suicide, and if they move more than ten times doubles the possibilities (Dill). 

            Because these children are challenged with an array of difficulties their educational outcome is unclear.  Reporters state homeless children struggle in school with grades, behavior, attendance, and test scores, which result in high retention and dropout rates (Anderson, Hendricks and Barkley, Miller, Murphy and Tobin).  Nunez is quoted by Murphy and Tobin that “The very experience of homelessness further diminishes the already meager chance for academic success” (137).  Having difficulties maintaining attendance in school is an added problem homeless children face.  Approximately 16% of homeless children had missed more than three weeks of school out of three months.  During one study, students in high school who were homeless in February had missed more than twenty consecutive days (Murphy and Tobin, 143).  With attendance being a major problem, this indicates an even lower rate for academic success.

            According to Ann Masten et.al data taken from school administrators show that homeless student’s standardized testing scores in reading and math were significantly lower than their housed peers.  Diana DeMont suggests that spelling is also an added issue on standardized testing.  These students are one and a half times more likely to perform below grade level in reading and spelling, and two and a half times in math.  Being unable to perform on grade level has about 35% of homeless students making failing grades on report cards, which they then have higher rates of grade retention (Murphy and Tobin, 145).  Many scholars indicate that only 25% of homeless students graduate high school (Anderson, Tobin and Murphy, 147), therefor transitioning into adulthood is further restricted.  One can see that not only does homelessness place physical and mental health barriers on the children, but it also impedes educational success leading to an indefinite future.

 Addressing the Educational Barriers Surrounding Homeless Students

            There is no indefinite solution for protecting homeless students from an uncertain future, however many researchers have come to the conclusion that it will take a multitude of resources and individuals working together to provide them with an equal education opportunity.  The first attempt put into place was the McKinney-Vento act in 1987.  This was mainly focused on the transportation and enrollment issues, which provides all homeless children transportation to their school of origin and allows enrollment to those who are missing important documents.  Ensuring children have these was thought to boost attendance and allow children to keep their connections amongst their peers.  The Act was revised in the 1990’s and again in 2001.  The McKinney-Vento Act mandated every school district in the country to appoint a homeless liaison, who educates the schools on identifying homeless students and provides resources these students need (DeMont, Dill, Murphy and Tobin, Anderson, USICH).  Richard Andrews mentioned things like clothing or school uniforms, book bags, and other school supplies are provided.  These students are also provided with free breakfast and lunch, as well as afterschool tutoring.  He also stated that if there were resources the school district could not provide the families would be directed to other organizations such as churches, community centers, and government assistance. 

            Although the McKinney-Vento Act addresses many concerns, several researchers believe it takes greater concentration on the homeless situation itself to ensure educational success.  Providing adequate housing assistance in means of transitional or permanent housing allows stability, and offering job or educational assistance gives these families an opportunity to progress in society (Murphy and Tobin, USICH).  The USICH reports President Obama’s ‘[cc budget addresses those concerns through the Recovery Act.  This act has HUD, HHS, and the Education system working together to provide more than six-thousand vouchers for rental assistance for those families facing homelessness.

            Addressing the nutritional and mental health concerns that lead up to educational losses, such as strengths-based counseling and mentoring will also give these children an improved outcome (Grothaus et. al).  The USICH also reports upon passing of the Health Reform will give every individual who is or is at risk for homelessness eligibility for Medicaid by 2014.  Having this means improved health overall for the homeless population.  An organization described by Grothaus et al., called Hot Meals and Homework, which provides after school tutoring and a hot meal once a week, which ensures these children and their families get a nutritious meal, and are often sent home with other items.  This partially addresses the nutritional, academic, and social aspects. 

            Teacher, parental and shelter involvement will give children access to better opportunities.  Shelters should provide a quiet space for children to do homework, and involve them in family counseling, and recreational activities, which distract them from the situation and encourages social participation and academic achievement (DeMont).  Finding ways for teacher and parental communication to be strengthened will allow parents to remain focused on their children’s education instead of being completely distracted by the overwhelming situation.  Gargiulo is quoted by Murphy and Tobin that “meeting basic survival needs may limit significant school involvement and participation.”  Educating the parents on the children’s rights and how to advocate for them will remove some of the parental stress.  Setting up a support group amongst homeless families will give them a chance to make needed connections with others (Murphy and Tobin).  Homeless children need an abundant amount of resources to encourage a successful education.  The well-known saying “it takes a village to raise a child” is taken into another concept when referring to homeless children and their education.  It takes the whole country working together to ensure homeless children are granted that education.

Works Cited

“A Critical Moment: Child and Youth Homelessness in Our Nation’s Schools.” NAEHCY. NAEHCY. July 2010. Web. 4 Mar. 2013.

Andrews, Rich. Telephone interview. Mar. 2013.

DeMont, Diana. “Overcoming Education Disadvantage: Shelter Initiatives for Homeless Children.” Undergraduate Review. 8. 26-32. 2012. Web. 16 Mar. 2013.

Dill, Vicky S. "Students Without Homes." Educational Leadership 68.3 (2010): 43-47. Academic Search Complete. Web. 5 Mar. 2013.

Grothaus, Tim et al. "Answering The Call: Facilitating Responsive Services For Students Experiencing Homelessness." Professional School Counseling 14.3 (2011): 191-201. Academic Search Complete. Web. 5 Mar. 2013.

Hendricks, George, and William Barkley. "Necessary, But Not Sufficient: The Mckinney-Vento Act and Academic Achievement in North Carolina." Children & Schools 34.3 (2012): 179-185. Academic Search Complete. Web. 6 Mar. 2013.

Masten, Ann, Janette, Herbers, Christopher, Desjardins, J. J., Cutuli,  Christopher, McCormick, Julianna, Sapienza, Jeffery, Long, Philip, David Zelazo. “Executive Function Skills and School Success in Young Children Experiencing Homelessness.” Educational Research 2012 41: 375. Academic Search Complete. Web. 16 Mar. 2013.

Miller, Peter M. "A Critical Analysis of the Research on Student Homelessness." Review of Educational Research 81.3 (2011): 308-337. Academic Search Complete. Web. 5 Mar. 2013.

Murphy, Joseph, and Kerri Tobin. Homelessness Comes to School. Thousand Oaks: Corwin, 2011. Print.

Open Doors. “Federal Strategic Plan to Prevent and End Homelessness.” United States Interagency Council on Homelessness. 2010. Web. 18 Mar. 2013.