Sarah High
Mrs. Thomas
SEGL 102
21 April 2013
Shielding Homeless Children from a
Frail Future
Imagine little eight year old
Elizabeth coming home from school to find every possession that is dear to her sitting
on the street corner. With tears in her
eyes she questions her mom, “Why?” The
only response is “We just can’t live here anymore.” Because Elizabeth and her family are not
financially stable, they are forced to leave their home with only some
clothing, a few toys, and pictures, with nowhere to stay. Some nights they are lucky enough to stay in
an overly crowded shelter, sleeping on cots, other nights they have to sleep in
the car with all of their belongings.
They have to take showers at the local truck stop, and eat dinner at the
local soup kitchen, that is if they aren’t waiting in line to enter the
shelter. Some days little eight-year old
Elizabeth goes hungry, other days she goes un-bathed. She only has her fretful parents there to
comfort her, but they seem too anxious to realize her pain. Elizabeth use to be a social butterfly, but
now she is ill-fated and full of sorrow.
Through all of this, Elizabeth’s parents expect her to concentrate in school,
and her teachers expect her to complete her homework. Can you picture this famished girl struggling
to concentrate on her multiplication tables because of the lifestyle she now
has to live?
Millions of individuals are put into
situations just like Elizabeth’s a year.
According to the article “Student’s Without Homes” by Vicky Dill,
between 1.4 and 1.5 million children are left homeless yearly. Because of the harsh conditions homeless
children have to encounter, they experience severe and permanent barriers which
make it difficult for them to concentrate on school. Reporters state homeless children struggle in
school with grades, behavior, attendance, and test scores, which could result
in high retention and dropout rates (Miller).
This shapes their entire life, possibly giving them an undeserved
outcome.
There are many agencies and programs
such as, the United States Interagency
Council on Homelessness, the National
Association for the Education of Homeless Children and Youth, the National Coalition for the
Homeless, and the United States Government who focus on
raising awareness towards the homeless and finding them essential
resources. President Obama’s plan
through the USICH has fifty-two strategies in place which envisions ending homelessness
by the year 2020. The McKinney-Vento Act
is one resource the Government has put into place since 1987, and is one of the
few who works closely with homeless students to help relieve some of the barriers
they face. For homeless children to
succeed in their education and have an optimistic future, many of the resources
need to collaborate. The government
needs to increase the budget for homeless resources, including towards the
McKinney-Vento Act, the Education Board should assemble learning materials for
those who relocate and need tutoring, along with providing other resources. In addition, homeless shelters should include
a support system that focuses on the children and their emotional needs, and
have a quiet space for homework concentration.
What is the United
States Government’s responsibility within the school system?
In 1987 the Federal Government
first realized how being homeless affects children and their education, and
presented the first law to remove some barriers these children face. This 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 (Hendricks). Ensuring children
have this 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(Dill). The McKinney-Vento Act also 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 (Anderson).
The article “Necessary, but not
sufficient: The McKinney-Vento Act and Academic Achievement in North Carolina,”
written by George Hendricks and William Barkley, focused on a study comparing
schools who received the MCKV sub grants to those who did not, and whether
those who did achieved higher test scores.
This study concluded that the MCKV funds did not improve homeless
students test scores. Hendricks and Barkley
suggest that, “more resources for the MCKV would probably help to make the MCKV
more effective” and “the MCKV the way it is currently structured provides
little training or preparation for social workers, counselors, and teachers to
help them address the special needs of homeless students.” Likewise, the
Homeless Liaison for Spartanburg County School District Seven, Richard Andrews
said that the budget he is given only allows him to provide homeless students
with certain resources, such as school supplies, clothing, tutoring, and transportation
to school. He also said some school districts
cannot provide needed transportation for homeless students in outside
districts, because the budget does not allow it. The allowed budget becomes a problem because
the McKinney-Vento Act was placed by the Government to remove barriers homeless
children face towards their education. In
order for all schools to provide essential resources towards removing the
barriers, each one should be given one-half more of their current budget.
The extra funds should not only
include the current resources allowed for the children, but also added weekly
counseling for the students and bi-weekly session for the families. Setting up a support group amongst homeless
families will give them a chance to make needed connections with others (Murphy
and Tobin). In addition, this will find
ways for teacher and parental communication to be strengthened, which allows
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.” Therefore, allowing the
MCKV to educate the parents on the children’s rights and how to advocate for
them will remove some of the parental stress.
The MCKV should also include
resources for teachers and counselors. Because
many homeless students are mobile this puts a strain on the teachers. Therefore, incorporating a statewide teacher
conference for addressing techniques on how to help homeless students inside
the classroom would be beneficial. One
preparation tool for enhancing their education would be for teachers to
distribute a book which contains descriptive information and lessons done
throughout the year. The homeless
students could take this with them and complete work when not able to attend
school. This allows children to remain
on task with school work, at the same time relieving the teachers from the
added stress of catching them up on classwork.
In the article “Answering the Call:
Facilitating Responsive Services for Students Experiencing Homelessness,” by
Grothaus et al, describes an agency call Hot Meals & Homework. This program offers weekly tutoring sessions
in subjects homeless students are struggling in. For 90 to 120 minutes these students are
paired with a volunteer who assists in helping with homework, and has them
engaged in educational games. Transportation
is provided, and when they leave, given a hot meal donated by a local
restaurant. Since this program is in the
process of purchasing a commercial curriculum for standardized content, I
propose the McKinney-Vento Act supply the agency with the materials, provided
they take part in every school in America.
Being able to participate in such a program would give homeless students
an opportunity to not only raise their GPA, but also make connections with
other homeless students.
The McKinney-Vento Act plays a crucial
part in helping homeless students with their education. However, if it included more than what is
currently allowed Elizabeth would not be entirely distracted by her situation. She would be allowed time in a school setting
to complete schoolwork, counseling to talk about her feelings, which could
potentially avoid a mental disorder, and involve her parents in her school
experience. Overall she would have a
chance at succeeding in her education; in return, have a productive future.
The
Government Getting the Homeless Community as a Whole Back on Their Feet
An acceptable solution to ensure
educational success amongst homeless students would be to concentrate on
homelessness overall. To adequately do
so, by first increasing the Federal budget for addressing poverty, the need for
low-income housing, and providing social services would decrease the
possibilities of being homeless (Murphy and Tobin, p 154). Because many individuals become homeless as a
result of job losses, part of addressing poverty includes job and school
training. In “Opening Doors, Federal
Strategic Plan to Prevent and End Homelessness” by the USICH says that “In
order to be self-supporting and avoid homelessness, people need
employment. Employment is dependent on
education.”
Those homeless individuals seeking higher
education, job readiness training, or skill development would be offered a
guaranteed grant through Vocational Rehabilitation Services that covers all
expenses, including books, supplies, clothing, transportation, and childcare. Persons
going to job training would be required to attend six months of intense
instruction that focuses on areas of experience. The Federal Government should offer a tax
decrease to businesses who hire individuals coming out of the training, and in
return those at stake have prospects for employment. While enrolled in this program they would
have weekly to bi-weekly contact with a caseworker to ensure all goals are
being met. They will also be obligated to
attend counseling and mental health screenings through area Mental Health
Centers to focus on any substance abuse, parent support, depression, or anxiety,
and be required to continue services for at least five years after establishing
a permanent residence.
According to Murphy and Tobin in Homelessness comes to School, many systems already require participation in
mental health programs, however they also acknowledge countless homeless
citizens being preoccupied and overwhelmed with basic survival needs. Therefore they may decline participation,
even if it means risking shelter.
Because of this arranging methods to alleviate key stressors would prove
to enhance individual success, allowing them to concentrate on self-composure. Such stressors include making sure nutrition
and health care needs are being met, shelter and work are located, and
education for their children is being met.
Federal agencies should make sure there are resources easily available
to relieve some of the stress, allowing homeless persons to concentrate on
improving their status. This also allows
the homeless parents to give more concentration on their children and their
education. At the same time removing the
barriers these children face which prohibits everyday learning exercises.
Since transportation and childcare
are difficult for homeless families to attain, the Vocational Rehabilitation
caseworker would include a thirty dollar voucher for gas a week, as well as a
specialized identification card used for free public transportation. The NCFH is quoted by Murphy and Tobin that
“Childcare is a significant expense for all working families and it may become
a barrier to work for families who are homeless.” For this many counties in the United States already
provide free childcare to families for up to fifteen months upon leaving a
shelter (178). I propose every state
require early childcare centers to offer free childcare to homeless children,
and up to five years after leaving any homeless situation. Since the centers won’t have any income
coming in from those families, they will be allowed a tax break on all homeless
children attending, as well as federal food grants. Within the five years after completing the
program through Vocational Rehabilitation Services, the families will meet
monthly with a caseworker to validate employment or education. This gives families ample time to ensure
financial and mental health security, while giving the children a suitable
early childhood education. This includes
developing friendships, and a proper balanced diet. If Elizabeth and her family were offered
resources like these, her family would not only be able to escape homelessness,
but she could concentrate on her education and being a child.
The USICH reports passing the Health
Reform will give every individual who is or is at risk for homelessness eligibility
for Medicaid by 2014, and TANF assistance would address supporting nutritional
needs. Having this means improved health
overall for the homeless population. All
families are eligible based on financial hardship; however, the homeless and
those families facing poverty are at a greater need for these services, and for
considerably longer periods of time.
When income improves slightly those benefits are reduced or eradicated
completely. This has families suddenly
adjusting their new income causing stress amongst them, with no improvements
toward homelessness. Instead of
unexpectedly removing all benefits, I propose this be a gradual process, which
allows six months of consistent work and permanent residency before removal,
then a decreasing of 10% at a time. This
enables them to get accustomed to their financial adjustment, while improving
the rates for falling back into homelessness.
Some researchers believe that
traumas, including physical and mental health problems, caused by homelessness
would decrease or be alleviated by permanent residency. One issue preventing many families from
receiving housing assistance is defining true homelessness. HUD has one definition that does not include
those who are in doubled up situations or residing in motels and Education
Boards consider a much more vast community.
In order for individuals to receive equal rights to public housing, the
Federal Government should first define homelessness according to the
McKinney-Vento Act’s definition, and all organizations dealing with homeless individuals
must be required to document according to that definition (Murphy and Tobin, 180).
The USICH reports that President
Obama’s FY2011 budget for the Recovery Act, which partially focuses on housing
homeless persons, has HUD, HHS, and the Education system working together to
provide more than six-thousand vouchers for rental assistance for those
families facing homelessness. Because homeless
children like Elizabeth are confronted with personal losses and unpleasant and
traumatic conditions that cause them to suffer from psychological and lasting
emotional damages, their educational experiences are being negatively affected (Dill). Because of this, families who are already living
in homeless situations like Elizabeth should be offered priority to receive
those housing vouchers. Local housing
and service systems must be strengthened in order to move quickly and
effectively in providing housing and other assistance to all who need it. The quicker families are removed from these
situations, the better chance the children have at a successful future.
Homeless Shelters Being
More than Just a Roof
Homeless shelters can prove to be
more than just a roof and a bed for homeless families by taking measures to
lessen the educational obstacles students face.
According to Diana DeMont in “Overcoming Educational Disadvantage: Shelter Initiatives for Homeless Children,”
only a small number of homeless shelters implemented additional educational
related programs for homeless children.
Through her research, she found that such programs prove to be effective
in that there were less explosions, suspensions, and greater academic successes. All homeless shelters should provide the
students with such additions as tutoring, a quiet place to concentrate on
homework, and a support system that concentrates on their emotional and
behavioral needs. This could include
weekly volunteers who take the children out for exciting activities or bringing
dance or karate lessons into the shelter.
Bringing in volunteer therapists to involve the children in play, group,
or family therapy will help address their emotional and behavior health. These types of programs will aid in helping
to distract the children from the situation.
Therefore, they will be able to concentrate more on their
education.
Conclusion
Although these changes would require
added funds and a decrease in paid taxes, it is an investment that will reduce
future spending of Government services (Murphy and Tobin, 157). By the Government addressing poverty
throughout the community and increasing the McKinney-Vento Act, as well as
homeless shelters including a support system for children, homelessness will be
solved or dramatically reduced. Mental
health conditions such as depression and anxiety would also be decreased, which
gives America as a whole better potential.
Children like Elizabeth wouldn’t exist if all homeless persons were
involved with such programs. Homeless
children would have a chance at a significantly brighter future, and the
children involved would thrive to succeed. All children like Elizabeth would be able to
learn peacefully, and look forward to their life to come. All current homeless students would get a
chance to have an equal opportunity in their education if they were not forced
to live with the many barriers homelessness brings. Because homelessness brings an abundant
amount of downfalls for children and their families, it is imperative the
Government joins forces with others in order to save the children and secure
the future of America.
Works
Cited
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.
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.
No comments:
Post a Comment