Fostering Connections with Families Experiencing Homelessness

Each child who walks into our classrooms has unique life experiences; from where they grew up, to the members that make up their families, to what religion they practice–every child has their own story. If you’re in education long enough, you will likely encounter at least one student whose life experiences involve homelessness.

Definitions of Homelessness

When you consider a broader definition of homelessness, your likelihood of teaching a student experiencing homelessness grows in turn.

In the 2020-2021 school year, the National Center for Homeless Education estimates that over 1.2 million children in our country were unhoused. Hearing this number might be shocking to you, especially if you’re perceiving homelessness as families living out of a family car or those staying temporarily in a shelter. However, the definition of homelessness extends far beyond these cases. The U.S. Department of Housing and Urban Development (HUD) also includes to their definition of homelessness unaccompanied youth, those who frequently and regularly move due to evictions or domestic violence, families living “doubled up” with others, or those staying temporarily in motels. When you consider this broader definition of homelessness, your likelihood of teaching a student experiencing homelessness grows in turn. 

Unhoused Students’ Rights to Education

Thankfully, unhoused students and their families have legal rights protecting their access to an equitable education.  The McKinney-Vento Homeless Assistance Act includes various provisions for this student group, such as:

• allowing enrollment without proof of address,
• appointing a homeless liaison to serve each district, 
• providing transportation for unhoused students to and from school

Each of the Act’s requirements seeks to keep students present, engaged, and learning in school, hopefully counteracting the negative impacts that homelessness can have on academic and social-emotional success. The first step in implementing these safeguards is identifying the students who need them! 

Identify Families Experiencing Homelessness

Due to the stigmatization of homelessness, families may not share that they are experiencing this at enrollment. While this makes things a bit more tricky, there are several steps that schools can take to identify students who should be served by McKinney-Vento.

For instance, some schools have had success advertising their services directly in shelters, libraries, and other public spaces to encourage self-identification. Knowing what the school district has to offer regarding transportation and resources can help families feel more comfortable reaching out and asking for assistance.

Asking thoughtful questions during the enrollment process and educating enrollment specialists about signs that may indicate that a family is unhoused can also help with identification. After students are enrolled and attending school, things like frequent absences, mainly due to lack of transportation, can indicate that a student may be experiencing homelessness and benefit from what the McKinney-Vento Act offers. 

The best antidote for a lack of self-disclosure is building understanding and trusting relationships with families. Assisting families with accessing resources and assuring them that their parenting skills are not being judged due to their life circumstances are key to building rapport. Compassion and understanding can go a long way when people are already experiencing a traumatic event. 

Establish Clear Lines of Communication

Once you have an idea of which students in your classroom may be unhoused, the next step is establishing clear lines of communication with their families.

If parents have not provided a phone number or email on enrollment forms:

• Try to chat with the parent at pickup or drop-off
• Send a note home with the student to ask parents about the best way to communicate with them
• Contact the homeless education liaison for your district. They may be able to connect families to services that can provide them with phone and/or internet access.
• Be willing to adjust your communication style to meet families’ needs

I have found that many of my families experiencing homelessness still have access to a phone or internet services, although this may only be when connected to wifi or at a public library. Using communication tools that offer both a desktop and mobile version can help when families need more flexibility. 

You may wait longer for a response to your messages or need to follow up with a handwritten note, but it’s helpful to remember that every family has a right to clear communication about their child’s education. 

Utilize Your Network to Provide Resources

Establishing a positive working relationship with community resources is essential for schools with large numbers ofunhoused students. Based on the needs of your students, your district might build connections with:

• the public library system,
• utility companies,
• community clinics and counseling services,
• refugee resettlement services, 
• the local food bank

Each of these spaces provides unique resources that can be helpful to families experiencing homelessness or poverty, and they are likely willing to work alongside schools to better reach families to meet these needs.

Connect with Local Shelters

Connecting with local shelters is the next step. Not only does this help you identify new students experiencing homelessness, but it also enables you to provide better wraparound services to families.

For instance, you could work with shelter staff to provide technology access or collaborate on the transportation needs of students and families staying in their facilities.

Some school districts, like Houston ISD, have had success in providing tutoring services at shelter locations, ensuring each is supplied with the educational materials students would use in schools. Programs like this help avoid learning loss during absences or, notably, during emergencies such as the COVID-19 pandemic. 

Communicate with Respect

One of the most important factors impacting a child’s education is the relationship they and their families have with their school. When that relationship is negative, educational outcomes can suffer. When the relationship is positive, students and families alike are more engaged, willing to collaborate, and trusting of schools in general.

It is important for educators to always communicate respect and understanding, remembering that families ultimately want what is best for their children, regardless of their circumstances. 

Learn More

You can read the full text of the McKinney Vento Homeless Assistance Act here