Education

Safe and stable housing, along with education and the underlying factors that promote educational attainment play a key role in the support and development of young people. In the 2021–22 school year, 1,205,292 students in public schools experienced homelessness as defined by the U.S. Department of Education. The percentage of students who were homeless remained relatively steady at 2.2 percent of enrolled students in the 2020–21 school year and 2.4 percent of enrolled students in the 2021–22 school year.¹ Experiences of homelessness among students are not homogeneous. Some students may be part of a family that has lost their home because of a lack of income, recent trauma, or unexpected tragedy. Other youth may be “unaccompanied” (i.e., on their own with no adult supports).

Two thirds of formerly homeless youth surveyed said that homelessness had a significant impact on their education, making it hard to stay and do well.² Multiple studies have found that youth experiencing homelessness face academic and social challenges at school, including chronic absenteeism,³ lower grade point averages,⁴ low graduation rates,⁵ school connectedness, as well as higher rates of school victimization (bullying), depression tendency, and suicidal ideation.⁶ In addition, youth with less than a high school diploma or GED had a 346 percent higher risk of experiencing homelessness than peers who completed high school, making it the greatest risk factor for experiencing homelessness as a young adult.⁷

Young people experiencing homelessness face many barriers to education, including

• the inability to meet enrollment requirements (including requirements to provide proof of residency and legal guardianship and school and health records);
• high mobility resulting in lack of school stability and educational continuity;
• lack of transportation;
• lack of school supplies and clothing;
• lack of awareness and support from school staff; and
• poor health, fatigue, and hunger.⁸

When these barriers are not addressed, children and youth experiencing homelessness often are unable to attend—or even enroll in—school, which prevents them from obtaining an education and creating further challenges as they transition to adulthood. Schools have been mandated with addressing these barriers by raising awareness about the challenges that youth experiencing homelessness face, implementing policies to limit barriers to enrollment and transportation issues, providing in-school and related services to support youth experiencing homelessness, conducting outreach to identify youth impacted by homelessness who may not be attending schools, and involving a coordinator who can help oversee youth affected by homelessness at the local or state level. Also, research points to the importance of addressing enrollment barriers, supporting college and career success, working toward collaboration and coordination between service providers, assigning school liaisons to support on-site, and focusing on social and emotional learning to promote positive school outcomes for students experiencing homelessness.⁹

Schools and school-based prevention programs for youth experiencing homelessness have the potential to provide prosocial environments in which youth can develop positive social bonds. Federal programs such as the Education for Homeless Children and Youth program (PDF, 4 pages), authorized under the McKinney-Vento Act, requires that public school districts appoint a liaison to help address educational barriers and challenges created by homelessness by guaranteeing students experiencing homelessness the right to enroll in and attend school, as well as receive supports needed for school success. In addition, the Transitional Living Program provides educational support services to help youth receive a GED, access postsecondary education, and develop vocational skills.

Resources

Adolescent Well-Being after Experiencing Family Homelessness
New analysis of data from the Family Options Study (funded by the U.S. Department of Health and Urban Development) of interventions for families experiencing homelessness examines adolescents’ experiences in shelter with their families and 20 months later. The analysis shows that most adolescents continued to live with their families, and some continued to experience housing instability or live in overcrowded situations. These adolescents were more likely to have changed schools or been absent from schools compared with their peers nationally, and school mobility was associated with persistent homelessness or doubling up. Young people who changed schools frequently had slightly lower grades, less motivation, and slightly more problem behaviors than those who did not. Twenty months after a shelter stay with their families, adolescents exhibited more problem behaviors generally than their peers nationally.

References