| Homelessness,
Students, and the Classroom
Janeen Johnson
There are many issues demanding attention
within the educational system. From test scores to pay
raises, it seems like there is always some issue to
be addressed by political leaders. Recently, social
issues have found their place in the education arena
and have warranted attention. Two of these issues, poverty
and homelessness, have become very important because
these two social issues show no signs of abating. For
my research paper, I chose to focus on homelessness
and its effects on children in the schools.
Before addressing homelessness and its impact on students,
it is necessary to understand why this topic is important
and relevant to teachers. The reason that is most apparent
is that homeless children have entered every school
in America at some point in history. Because of the
rise in homelessness, there will be more homeless children
in schools seeking an education. They are entitled to
the same education as other children, and it is the
teacher’s responsibility to educate them. How
can a teacher educate a student when he/she has no idea
what that child is going through?
If for no other reason, this is why teachers should
have a working knowledge of the complexities of homelessness,
and this is why I researched the topic. My paper will
explore the definitions of homelessness, its impact,
and its relationship to the Memphis City Schools System.
The relationship between homelessness and Memphis City
Schools must be considered because it is the school
district that will employ most of the preservice teachers
in this area. They will be more prepared if they know
the homeless statistics and resources in their school
system.
First, it is important to have a good definition of
homelessness. In 1987, Stewart B. McKinney provided
a definition that is currently used since to classify
and recognize homeless children. According to McKinney,
homeless children and youth
“mean individuals who lack a fixed, regular, and
adequate nighttime residence… and includes those
who are living with a friend, relative, and youth who
are living with a friend, relative, or someone else
because they lost their home or can’t afford housing,
children and youth who are staying in a motel or hotel
due to lack of adequate alternative accommodations,
children and youth who are living in an emergency or
transitional shelter or a domestic violence shelter,
and many other situations.” (McKinney-Vento 2001
Reautorization – At A Glance 4)
Obviously, this definition is far reaching and includes
situations that one would not ordinarily associate with
homelessness. McKinney’s definition of homelessness
is used on the national level, as well as state and
local levels.
When considering the definition, one realizes that there
has to be a significant number of people who qualify
as homeless. Approximately 3.5 million homeless people,
1.35 million of them are children. This is about 1 percent
of the U.S. population (National Coalition for the Homeless).
Fifteen percent of the homeless are households with
children; this means there are nearly 900,000 homeless
children who do not have stable shelter (National Coalition
for the Homeless).
So, what do these numbers mean? First of all, homeless
families with children are the fastest growing group
of homeless people. Furthermore, the number of homeless
children is doubling almost yearly (National Coalition
for the Homeless). It is important to note, however,
that these numbers do not represent exact figures. Homelessness
does not have to be reported, and many do not report
their status because of the stigma. There is no way
of knowing how many more people are homeless but do
not seek out the resources for the homeless. These people
are not represented in the numbers.
Nationally, there are almost a million homeless children
in the schools. These children are entitled to an education
whether they have the means of transportation to get
to school or the supplies necessary to make learning
possible. Schools must educate these children. These
statistics support the premise that the chances of having
a homeless student in the classroom are greater than
most people realize. This again points to the need for
teachers to be informed about the issue of homelessness.
From an economical standpoint, it is more expensive
to educate these students because of the extra resources
they require. It is fortunate for schools that the government
saw the need to help these students and has allocated
money accordingly, as will be discussed later.
Knowing the numbers, it is obvious that there are so
many people suffering from homelessness, and no one
is immune to the effects. From families, to children,
to teachers, everyone is affected by the plight of homelessness.
For families, there is a feeling of instability and
uncertainty. The current situation of homelessness may
or may not be a long-term situation. For those for whom
it is short term, there is a lot of anxiety about how
best to get back on their feet. For those who have been
homeless for longer, a feeling of hopelessness threatens
to take over. Not surprisingly, there is a lot of embarrassment.
People are often reluctant to admit that they are homeless
and seek help for it.
Teachers are affected by homelessness because they are
required to educate homeless children in the same manner
as they would other children. Because families are not
required to share their living situation, a teacher
is unlikely to know the home situation of these students.
A teacher must be able to recognize clues of homelessness
and help the student. Having to provide supplies for
a student and/or awakening a sleeping child because
he/she is sleeping in class affects a teacher and his/her
teaching style. Many homeless children are too anxious
and worried about their parents’ situations to
focus on schoolwork. The teacher may feel that the student
is not interested, lazy, or does not care. All of this
may affect how a teacher interacts with the students.
Most importantly, children are likewise affected by
homelessness. They are just as embarrassed as their
families and are more likely to be stigmatized. For
this reason, children may do all they can to keep the
information to themselves. On an academic level, homeless
children do not perform as well as other children.
“Children who are homeless consistently fail or
perform at below-average levels in contrast to their
housed peers. They are more likely to score poorly on
standardized tests and less likely to be promoted at
the end of the school year, and the need for remediation
and tutoring is one of the most frequently cited needs
by state education agencies.” (Polakow 100)
On a personal level, these children do not make friends
as easily as their peers. Because they have something
to hide and because they lack a permanent home, they
struggle to bond with their classmates. All these effects
of homelessness can produce anxiety in the children.
Thankfully, there are resources available for the homeless.
In the area of education, one significant act stands
out as the “first and only major federal legislative
response to homelessness” (National Coalition
for the Homeless). Stewart B. McKinney saw the need
for homeless reform and fought for it to be enacted;
President Reagan signed the McKinney Act into law on
July 22, 1987. (National Coalition for the Homeless).
The McKinney Act created fifteen programs for the homeless.
As it pertains to education, the original Act included
Title VII, which authorized two Programs: “the
Adult Education for the Homeless Program and the Education
of Homeless Children and Youth Program, both administered
by the Department of Education…” (National
Coalition for the Homeless) These programs required
states to allocate funding to Local Educational Agencies
to provide education to homeless children. Over the
years, the McKinney Act has been amended. In 1988, 1990,
1992, and 1994 the Act was amended for other homeless
programs. In 2001, however, the McKinney Act was amended
and reauthorized in the No Child Left Behind Act.
The reauthorized Act requires districts to keep children
in their original schools if possible. Also, the schools
must provide transportation for the students, and the
students must be immediately enrolled in a new school
if they move. (McKinney-Vento 2001 Reauthorization –
At A Glance) The Act also finances homeless programs
in schools.
“The McKinney-Vento Act’s Education for
Homeless Children and Youth program provides financial
grant assistance to states and local school districts
to implement provisions guaranteeing school space and
stability. Funds are used to help schools provide and
coordinate critical services such as identification,
enrollment assistance, school supplies, and transportation.”
(National Coalition for the Homeless)
These funds help to implement and operate homeless programs
that would not be able to exist without government money.
Because of these programs, homeless children receive
resources and opportunities they would not otherwise
get.
The McKinney Act seems to be a viable way to educate
the homeless, but how effective is it? In order to receive
funding, schools are required to
…“appoint a liaison to communicate with
homeless families, publicize the educational rights
of homeless parents at schools and other agencies that
work with families in transition, and oversee district
programs for identifying and promoting the enrollment
of homeless students.” (Berliner 4)
This liaison runs the homeless program for the school
district to ensure homeless students receive the services
they need. Through the liaison, the Local Educational
Agencies are able to meet the requirements of the McKinney-Vento
Act and meet the needs of the students. Unfortunately,
these liaisons and districts have to work with less
money than originally authorized by the Act. In 2003,
Congress allocated $55 million dollars for the Education
for the Homeless Children and Youth programs, but the
Act authorizes $70 million dollars. (McKinney-Vento
2001 Reauthorization – At A Glance) This makes
programs less effective than they could be if they received
all money possible. So, though the Act is helpful, its
impact is inhibited by economic shortfalls. More resources
and better programs could be possible if Congress would
allocate the full amount of monies to the Education
for the Homeless Children and Youth programs.
Implication for Memphis City Schools*
The Memphis City Schools system is one that is plagued
by homelessness as much as the next school district.
To date, there are 1,876 homeless children and youth
in the public schools. Over 1,000 of those children
are under the age of eleven. There are 350 homeless
pre-schoolers in the Memphis City Preschool programs.
When adding the seventy-five unaccompanied youth to
the total, there are over 2,000 recognized homeless
students in need of services (unaccompanied means that
the youth is not in the custody of his/her parents or
legal guardians). It is the responsibility of Memphis
City Schools to educate these students.
Starting in 1992, in accordance to McKinney-Vento requirements,
Memphis City Schools has been providing services to
homeless families. Its’ liaison, Johanna Burgess,
is responsible for identifying homeless children and
getting them any necessary resources. As the Homeless
Coordinator for Memphis City Schools, she keeps the
homeless programs operating yearlong. Memphis’s
homeless students receive placement/transfer assistance
as it concerns school assignment. When possible, Mrs.
Burgess makes sure students stay in their original schools
and that any transfers needed go smoothly and quickly.
Before and after school tutoring is provided, and enrichment
programs for the academically advanced children are
available. The children are provided with all their
school supplies for the year, and they get bus passes
if needed. In addition, some school fees are paid for
so the parents don’t have to worry about them.
During the summer, Ms. Burgess and her staff runs a
six-week summer camp for the children at Locke Elementary
and Horton-Gardens Community Center. The summer camp
is for academic enrichment purposes, but the students
also have the opportunity to go on field trips and spend
time with their peers. For the parents, she makes housing,
vision, dental, and medical referrals easier to obtain.
Not only does Mrs. Burgess provide these services, but
also she and her staff are available for the families
whenever they need resources.
Knowing all of this, what should a teacher do if he/she
finds that a homeless student is enrolled in class?
There are many websites that offer teachers some tips
for teaching homeless. One tip for teachers is to remain
informed. Keep in contact with the Homeless Coordinator
in the school district. Ask about resources for homeless
children and keep the child’s parents informed.
Another tip is to focus on the student and his/her learning.
The child’s living situation is important, but
the child’s academic success is also. Try not
to let the living situation become an overriding issue
in the classroom. The child wants to be as normal as
possible, and the teacher can make that possible in
the classroom. (Berliner 3)
In conclusion, it is necessary to stress the importance
of becoming informed about the plights of homelessness.
As teachers, there will be encounters with homeless
students, and it will be our responsibility to help
them. That help may not be public because of the shame
associated with homelessness. It will be our responsibility
to make the classroom easier for those students. As
teachers, we may not be aware of a child’s home
situation, but we may recognize the signs of poverty
and/or homelessness. Just knowing a child is going through
something gives teachers the responsibility to accommodate
for that child if possible.
As I close, I am reminded of the statistics I researched.
Homelessness is a major issue that is not going away.
It would be foolish of future teachers to dismiss the
problem as a socioeconomic issue, something they will
not ever have to deal with. The truth is that there
will be homeless children in most teachers’ classes,
whether the teachers know it or not. I cannot stress
how important it is to stay current on the literature
about homelessness. It is better to be knowledgeable
than to spend a year disadvantaging a student just because
of ignorance on the teacher’s part. I hope that
all teachers take the time to research social issues
and their impact in the schools. We never know when
it will affect our classrooms.
* The information and statistics in this portion from
the paper comes from talks with and an e-mail from Johanna
Burgess, Homeless Coordinator for Memphis City Schools.
Works
Cited
Berliner, B. (2002). Helping
Homeless Students Keep Up. Education Digest, 68 (1).
Retrieved November 30, 2004 from Academic Search Elite.
Books, Sue. (2003). Homeless Children and Their Families:
The Discards of the Post-Welfare Era. Lawrence Erlbaum
Association Inc: Lawrence Erlbaum.
McKinney-Vento 2001 Reauthorization – At A Glance.
(n.d.). Retrieved November 30, 2004 from http://www.tenet.edu/OEHCY/pdffiles/AtAGlance.pdf
National Coalition for the Homeless. (n.d.k.). Who is
Homeless? November 30, 2004, from http://www.nationalhomeless.org
National Coalition for the Homeless. (n.d.k.). How Many
People Experience Homelessness? November 30, 2004, from
http://www.nationalhomeless.org
National Coalition for the Homeless. (n.d.k.). People
Need Education. November 30, 2004, from http://www.nationalhomeless.org
National Coalition for the Homeless. (n.d.k.). NCH Fact
Sheet #18. November 30, 2004, from http://www.nationalhomeless.org
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