Summary: The Epidemic Of Homelessness

Students affected by homelessness are rising at an epidemic rate. There is an upward trend of students who are classified by their school district and the U.S. Department of Housing and Urban Development between 2004-05 and 2013-14 school year, “In school year 2013-14 there were 1.4 million students who were homeless at the beginning of the year...this is more than twice as many as in school year 2004-05 (590,000)” (Child Trends, 2015, p.3). This trend directly increases the number of students impacted with the homeless experience. As of the 2014-15 school year, state educational agencies (SEAs) reported 1,263,323 children experiencing homelessness, compared to 1,219,818 during the 2012-13 school year (National Center for Homeless Education,

Shelters are the next most commonly used type of housing, as 14% of homeless students resided in shelters. Seven percent had a primary nighttime residence of hotels or motels and 3% were identified as unsheltered” (NCHE, 2016, p. iv).

Over the same three-year span, state educational agencies received a meager increase of 3.5 million additional dollars. Furthermore, there is a 21% increase of students who are unaccompanied between 2012 to 2015, which relates to 95,032 children who are not in the physical custody of a parent or guardian (NCHE, 2016, p. 17).

Part of the dilemma for students who are homeless is the inconsistency between home and school habits. A family in crisis through homelessness is often marginalized and viewed as dysfunctional. Students who are Homeless and Highly Mobile (HHM) need reassurance and adult role modeling to increase the likelihood of graduating high school and becoming a productive member of society. In their research on early intervention research, Powers-Castello and Swick (2008) found connections through supporting the teacher’s

At times, the teacher’s point of view is undervalued, which affects the positive impact towards the growth of an adolescent and diminishes possible role models with school staff. If educators lack a clear understanding of adolescents who are homeless, they may impede the learning process for this group of students, thereby limiting student achievement in the classroom. It is necessary to determine the educator’s point of view and lived experience with students in homelessness crisis so that educators and teacher preparation programs might better understand what preparation is needed for educators to be effective in assisting this vulnerable population of students to become productive members of society. This problem requires further