Relevant bibliographies by topics / Homeless students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Homeless students'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

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Journal articles on the topic "Homeless students"

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Kurtz, P. David. "Reclaiming Homeless Students." Children & Schools 16, no. 1 (January 1994): 7–8. http://dx.doi.org/10.1093/cs/16.1.7.

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Tobin, Kerri J. "Homeless Students and Academic Achievement." Urban Education 51, no. 2 (July 25, 2014): 197–220. http://dx.doi.org/10.1177/0042085914543116.

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Cowen, Joshua M. "Who Are the Homeless? Student Mobility and Achievement in Michigan 2010–2013." Educational Researcher 46, no. 1 (January 2017): 33–43. http://dx.doi.org/10.3102/0013189x17694165.

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This article provides provide a new, systematic profile of more than 18,000 homeless students in Michigan, utilizing rich administrative data from all test-taking students in Grades 3–9 during three academic years. These data are part of a larger study of school choice and student mobility in that state. Homelessness is a condition found disproportionately away from suburban school districts. African American and Hispanic students are more frequently homeless, and homeless students are almost universally impoverished. They are far more mobile between districts and zip codes than their non-homeless peers and are more likely to participate in interdistrict school choice and charter schools. Finally, homeless students score far lower on state math and reading tests relative to their state, district and school peers.
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Gupton, Jarrett T. "Campus of Opportunity: A Qualitative Analysis of Homeless Students in Community College." Community College Review 45, no. 3 (March 29, 2017): 190–214. http://dx.doi.org/10.1177/0091552117700475.

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Objective: Community colleges are gateways of access to higher education for many underrepresented students. One group that has received little attention in the community college research literature is homeless youth. The objective of this research is to address the following research questions: (a) What might be learned from the narratives of homeless youth and their experiences in postsecondary education? and (b) How might community colleges promote interpersonal and institutional resilience for homeless students? Method: Utilizing qualitative research techniques, this article reviews the experiences’ of homeless youth attending community college and explores the ways in which community colleges might serve as sites for fostering resilience and stability in the lives of homeless students. Results: The results of this empirical work suggest that although homeless students do benefit from enrolling in community college, some of the benefits are not salient to them and they are unable to take full advantage of institutional resources. Contributions: The findings from this study contribute to the literature on low-income students’ experiences in community college and add the voices and experiences of homeless youth.
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Krajewska-Kułak, E., U. Wejda, A. Kułak-Bejda, C. Łukaszuk, B. Repka, A. Guzowski, M. Cybulski, B. Stelcer, and M. Jasiński. "Differing attitudes for various population groups towards homeless people." Progress in Health Sciences 6, no. 1 (June 30, 2016): 57–62. http://dx.doi.org/10.5604/01.3001.0009.5110.

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Introduction: People who are homeless are most often unable to acquire and maintain regular, safe, secure, and adequate housing, or they lack a “fixed, regular, and adequate night-time residence”. Purpose: To assess the attitude of secondaryschool students, high-school students, university students, and working adults towards homeless people. Materials and methods: A survey of 420 randomly selected middle school students (n=120), high school students (n=100), university students (n=100), and working adults (n=100) was conducted. Nearly half of the participants reported a fear of homeless people. Results: According to the majority of respondents, a homeless person collects scrap metal and waste paper, and also begs. The first words that come to mind when a majority of people think of the homeless were: poor, unhappy, dirty, lonely, and smelly. The participants reported the main reasons for homelessness to be: joblessness, family problems, alcohol, helplessness, and avoiding work. The majority of respondents argued that social and legal problems are the main reasons that it is difficult for homeless people to extricate themselves from their situation. The groups surveyed had a variety of opinions about homelessness. According to most respondents, a homeless person is a poor, miserable, lonely, childless man with a vocational education who begs, collects scrap metal and waste paper, and is also usually dirty and smelly. Conclusions: In the survey groups, respondents’ opinions about homelessness varied.
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Dhaliwal, Tasminda K., Soledad De Gregorio, Ann Owens, and Gary Painter. "Putting Homelessness in Context: The Schools and Neighborhoods of Students Experiencing Homelessness." ANNALS of the American Academy of Political and Social Science 693, no. 1 (January 2021): 158–76. http://dx.doi.org/10.1177/0002716220987830.

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The number of K–12 students experiencing homelessness is increasing across the country. Schools may serve as sources of support and stability for homeless children, but little is known about the types of schools that homeless students attend or about the communities in which they live. We investigate the context of student homelessness in Los Angeles by analyzing student-level administrative data from the Los Angeles Unified School District and publicly available data on neighborhoods and schools from school years 2008–2009 to 2016–2017. Our findings suggest that homeless students tend to be clustered within lower-achieving schools with higher concentrations of disadvantaged student groups and live in neighborhoods with higher concentrated disadvantage. Despite policy provisions to ensure stability, homeless students have high rates of school and residential mobility in the years they are homeless, and mobile students tend to move to less-disadvantaged schools. We conclude with policy implications to strengthen the implementation of the federal McKinney-Vento Act.
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Robertson, Donna Friedman. "Homeless students: a search for understanding." International Journal of Leadership in Education 1, no. 2 (April 1998): 155–68. http://dx.doi.org/10.1080/1360312980010204.

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Simandl, Gladys. "Nursing Students Working with the Homeless." Nurse Educator 21, no. 2 (March 1996): 18–22. http://dx.doi.org/10.1097/00006223-199603000-00006.

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Stronge, James H. "Educating Homeless Students in Urban Settings." Education and Urban Society 25, no. 4 (August 1993): 315–22. http://dx.doi.org/10.1177/0013124593025004001.

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Forte, James A. "Calling Students to Serve the Homeless." Journal of Social Work Education 33, no. 1 (January 1997): 151–66. http://dx.doi.org/10.1080/10437797.1997.10778860.

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Dissertations / Theses on the topic "Homeless students"

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Galan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.

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This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

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Akin, Patricia A. Morreau Lanny E. Wheeler Pamela H. "Comparison of educational services provided in comprehensive and single-purpose programs to children without homes." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521327.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lanny Morreau, Pamela H. Wheeler (co-chairs), William Rau, Paul Baker, John Briggs. Includes bibliographical references (leaves 106-120) and abstract. Also available in print.
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Metze, Melodie Anne. "Teachers' Experiences with Students Who Are Homeless." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1465467608.

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Brown, Jessica. "The Teacher Attitudes toward Homeless Students Scale: Development and Validation." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2587.

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Thesis advisor: Larry H. Ludlow
Recent estimates suggest there are roughly 1.6 million homeless children and this number is growing (National Center on Family Homelessness, 2011). This trend is particularly worrisome given that homeless children face a number of obstacles within society and education, not the least of which is negative teacher attitudes (Swick, 2000; U.S. Department of Education, 2002). This study's primary research question addressed whether a set of underlying dimensions could be identified and used to effectively measure teacher attitudes toward homeless students. A necessary part of answering this research question involved the development of a measurement scale. Both Classical Test Theory and Item Response Theory analyses aided in the elimination process of items in order to create the final Teacher Attitudes toward Homeless Students (TAHS) assessment, which includes an attitudes scale and subscales, and a related knowledge scale. The final outcome was a set of 43 items, across eight dimensions, which could effectively be used to measure teacher attitudes toward homeless students. Additionally, the findings upheld the principles of Rasch measurement, including unidimensionality, a hierarchical ordering of items, and a continuum of the construct definition. In other words, the findings indicate that the TAHS scale was successfully developed according to explicit a priori measurement criteria. Moreover, additional correlational and regression analyses provided empirical construct and convergent validity evidence for the TAHS scale. It was also found that attitudes differed slightly for teachers of various backgrounds and experiences, but when analyzed collectively these variables were not significantly related to teacher attitudes toward homeless students. Additionally, there was only a weak relationship between teachers' attitudes and their knowledge about homelessness. Overall the TAHS scale allows for reliable and accurate measurement of teacher attitudes toward homeless students from which valid inferences can be made. The TAHS scale scores and score descriptors can be used to help teacher interpret their attitude. This has the potential for a direct impact in creating equal educational opportunities for homeless students as teachers become aware of their attitude and make positive changes
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Gomez, Bryan J. "Social Work Students' Knowledge of Interventions for Homeless Female Veterans." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/555.

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In this study, the focus was on Social Work students’ knowledge about interventions concerning homeless female veterans. The study was conducted from a Positivist Perspective with a theoretical orientation centered on the Feminist Theory. The literature review focused on risk factors associated with homeless female veterans along with their protective factors. Issues involving homeless female veterans were explored along with possible interventions. The study was conducted through an online survey and included participants from California State University, San Bernardino. Participants were from both the Bachelor’s and Master’s Social Work program and attended classes full-time on campus, part-time on campus and part-time online. The results of the study are meant to establish whether or not there is a positive correlation between social work students’ knowledge and their characteristics influencing their choice of appropriate interventions concerning homeless female veterans. The study also aimed to evaluate whether the social work program is educating students on the population of homeless female veterans and the needed support for the community. The study found that there were some correlations between certain characteristics of the social work student body at CSUSB and their knowledge of appropriate interventions for homeless female veterans. There were significant findings in regards to the students’ level within the program and their age. They were able to identify appropriate interventions and were aware of both harmful and protective factors affecting the homeless female veteran population. The implications of this research are to bring more awareness to the needs of female veterans in regards to homelessness and to point out the need for more emphasis on the needs of appropriate intervention strategies for female veterans in university curriculum. Continued research on female veterans is needed so that equality can be found in services such as health care, mental health and housing.
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Mescher, Sarah E. "Collaboration and experiences of school professionals with students who are homeless." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1532423464677568.

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Banda, Castro Ana Lilia, Armenta Martha Frías, and Armenta Martha Frías. "Antisocial behavior in students and homeless children: Influence of neighborhood and parents." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99866.

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The aim of this work was to analyze the influence of neighbors and parents on children’s antisocial behavior. The participants were 96 homeless children and 96 students. The instruments applied were the Scale of Antisocial Behavior (Castell, Frías, Corral & Sotomayor, 2000) and the Scales of Addictive Behavior (Reich & Herjanic, 1989; Vazsonyi, Pickering, Junger & Hessing, 2001). First univariate statistics were obtained, after a model was tested using structural equations modeling. The data showed that children’s antisocial and addictive behavior was affected by father’s antisocial behavior, mother’s addictive behavior and neighborhood. For homeless children their antisocial behavior was influenced directly by their addictive behavior and father’s antisocial behavior. For students, neighborhood, father’s antisocial behavior and children’s addictive behavior influenced on children’s antisocial behavior. In both groups the neighborhood and mother’s addictive behavior influenced directly children’s addictive behavior.
Se analizó la influencia del vecindario y la familia en el comportamiento antisocial de menores. Los participantes fueron 192 menores, 96 con antecedentes de indigencia y 96 escolares no indigentes. Se administraron la Escala de Comportamiento Antisocial (Castell,Frías, Corral & Sotomayor, 2000) y las Escalas de Comportamiento Adictivo (Reich & Herjanic, 1989; Vazsonyi, Pickering, Junger & Hessing, 2001). Se calcularon frecuencias de medias, desviaciones estándar y modelamiento estructural. Los resultados mostraron que la conducta antisocial y adictiva estaba influenciada por el comportamiento antisocial del padre, el comportamiento adictivo de la madre y el vecindario. Para los menores indigentes, el comportamiento antisocial estaba directamente influido por su comportamiento adictivo y el comportamiento antisocial del padre. Para el grupo de estudiantes el comportamiento antisocial estaba influido por el vecindario, por su comportamiento adictivo y por el comportamiento antisocial del padre. Para ambos grupos el vecindario y el comportamiento adictivo de la madre influyeron directamente en el comportamiento adictivo de los mismos.
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Pickles, Kimberly Owen. "Successful pedagogical practices of elementary teachers of homeless students: A case study." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618725.

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The purpose of this research study is to examine the instructional practices of teachers who are currently teaching homeless students in their classroom. This study identified eight teachers in two suburban elementary schools that have students in their current classrooms that are experiencing homelessness. In addition, the research study explored the needs considered and strategies that teachers use to differentiate and accommodate their instructional practices to maximize achievement for these students. Qualitative data was collected by a study of teacher interviews through collective ethnographic case studies. Additionally, quantitative data was collected through evaluator observations of the selected classrooms to observe the differences between the identified students and the students not experiencing homelessness. Additional artifacts were submitted from teachers to support data collection. This study revealed key themes of successful pedagogical practices of elementary teachers with instructional strategies and non-instructional strategies. These themes included instructional strategies of planning, learning groups, and homework modifications. Non-instructional strategies included themes of relationships, supports, and needs.
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Glasson-Walls, Simone. "Learning to belong: A study of the lived experience of homeless students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/809.

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This is a phenomenological study of the lived experiences of homeless young people in Western Australia. Its focus is the reasons why homeless young people leave education, although many of them make a serious effort to complete post-compulsory schooling. The study was qualitative, and was designed as an in-depth analysis of the experiences of five young people aged between 15 and 17, all attending the same school. Data collection consisted of two in-depth interviews with each participant, and a focus group discussion with all five. Although the study’s focus as the issue of homelessness and schooling, it quickly expanded when it became quite clear that the issues confronting these students went far beyond the school grounds. Homelessness to these young people was not about shelter or accommodation, it was about searching for a place to belong, and a place to be at ‘home’. The study challenges the idea that schooling and housing are merely practical issues. Instead, it illustrates how the social and psychological implications of homelessness have a strong negative impact on schooling, and how the young homeless person’s physical ability to attend classes is not as important as being able to pay attention, contribute, and learn, in the face of overwhelming social pressures. The study’s results are similar to others in that it found that homelessness poses many obstacles to young people wishing to succeed in education, and that current initiatives to retain such students fall short of requirements. This study provides insight into the unique experiences of the young homeless people themselves. It demonstrates that young people need a holistic approach to support, an approach that goes beyond the instrumental needs of education to include all aspects of everyday life.
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Robson, Kelly. "Factors That Can Make a Difference in Meeting the Needs of Homeless Students in Schools| Perceptions of District Homeless Liaisons in Ohio." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10138515.

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The needs of homeless students are significant and varied. The McKinney-Vento Homeless Assistance Act helps ensure homeless students can access a quality education. One of the key provisions is the requirement that all LEAs identify a liaison to be in charge of meeting the needs of homeless students. The purpose of this study was to understand the perceptions of district liaisons in regard to the needs of the homeless students they serve and the factors that facilitate and hinder their ability to meet these needs. The study was designed as a qualitative study relying primarily on interviews with 20 liaisons from a representative sample of districts in the state of Ohio.

The findings indicate that homeless students face a number of needs, including access to basic necessities like food, clothing, shelter, and transportation, and to social services including mental health services and drug treatment centers. Liaisons indicated that they played a less direct role in supporting students’ academic needs, instead relying on school-based staff members to support homeless students’ academic needs.

Liaisons identified a number of factors that facilitate and hinder their ability to meet the needs of their homeless students. The availability or lack of district resources like funding and personnel were especially important. In some districts, superintendents had prioritized hiring additional social or community workers. Liaisons indicated they relied a great deal on the support of these personnel. Further, the availability (or lack) of community-based service agencies greatly impacted liaisons’ work.

Finally, liaisons faced a number of competing demands that made their roles challenging. The vast majority of liaisons held another full-time role in the district, meaning they had limited time to devote to the role of liaison. Liaisons also indicated that navigating both community perceptions of homelessness (whether identified families were “truly” homeless or deserving of support) and the proper role of the school in the community were added challenges.

These findings suggest that additional personnel to help meet the needs of homeless students and greater coordination between schools and social service agencies would benefit both liaisons and the homeless students they serve.

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Books on the topic "Homeless students"

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J, White Donna, ed. Homeless students. Washington, D.C: NEA Professional Library, National Education Association, 1989.

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1946-, Carlson Daniel, Washington (State). Dept. of Transportation., United States. Federal Highway Administration., Washington State Transportation Commission. Research Office., Washington State Transportation Center, and Agency Council on Coordinated Transportation., eds. Homeless student transportation project evaluation. [Olympia, Wash.]: The Dept., 2006.

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Kentucky. Division of Compensatory Education., ed. Kentucky state plan for the education of homeless children and youth. [Frankfort]: Kentucky Dept. of Education, Division of Compensatory Education, 1989.

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Massachusetts. Dept. of Education., ed. Children without homes: A report. [Quincy, Mass.]: The Department, 1990.

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P, Nathanson Sara, Wimberly George L, and United States. Dept. of Education., eds. Meeting the educational needs of homeless children and youth: A resource for schools and communities. [Washington, D.C.]: U.S. Dept. of Education, 1997.

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Massachusetts. Office for the Education of Homeless Children and Youth. Report on the education of homeless children in Massachusetts. [Quincy, Mass.]: Massachusetts Dept. of Education, 1988.

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Maryland. State Dept. of Education. Pupil Services Branch., ed. Educating homeless children and youth: Laws and local policies : a resource guide. Baltimore, Md. (200 W. Baltimore St., Baltimore 21201-2595): Maryland State Dept. of Education, Division of Compensatory Education and Support Services, Pupil Services Branch, 1990.

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Attitudes of children toward their homeless peers. New York: Garland Publ., 1996.

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Tasker, Gill. Moving on: Austudy and the lives of unsupported secondary students. Melbourne: Prevention of Youth Homelessness Project, Brotherhood of St. Laurence, 1995.

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Universitas Muhammadiyah Surakarta. Lembaga Penelitian., ed. Gelandangan dan pemondok: Studi kasus sosial daerah Kecamatan Kartasura. Surakarta: Lembaga Penelitian, Universitas Muhammadiyah, 1990.

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Book chapters on the topic "Homeless students"

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Karraker, Meg Wilkes. "Socializing Students in Higher Education to Alleviate Human Suffering Among the Homeless." In Alleviating World Suffering, 397–410. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51391-1_24.

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Stubhaug, Arild. "Student and Homeless." In Niels Henrik Abel and his Times, 239–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-04076-8_25.

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Hauhart, Robert C. "Down and Out or On Their Way: Street People, the Homeless, and College Students Envision the American Dream." In Seeking the American Dream, 227–50. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54025-6_11.

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Hart, Linda M. "Homeless Students." In Responding to Critical Cases in School Counseling, 112–19. Routledge, 2020. http://dx.doi.org/10.4324/9780429324833-16.

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Fisher, Emily S., and Kelly S. Kennedy. "Counseling Students Who Are Homeless." In Counseling Special Populations in Schools, 7–22. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199355785.003.0002.

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This chapter presents background information about homeless youth and suggested counseling strategies for use by school-based counselors who work with young people who are homeless. Homelessness is a growing problem for students, and students who experience homelessness are at increased risk for a host of developmental, academic, and mental health problems. Counselors working with students who are homeless must be aware of legal and ethical issues, such as the McKinney-Vento Act, which was enacted to ensure that homeless students are provided a free and appropriate public education, and mandated reporting requirements. Counselors can help promote resilience by focusing on students’ strengths and addressing issues related to stress, trauma, and family involvement. Specific counseling strategies discussed include solution-focused brief therapy and cognitive-behavioral therapy.
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Bowman, Diana, and Patricia A. Popp. "Students Experiencing Homelessness." In Supporting and Educating Traumatized Students, edited by Eric Rossen, 125–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190052737.003.0007.

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Children and youth who experience homelessness are among the most vulnerable and invisible of at-risk students. Poor academic performance and low graduation rates result from school mobility, unmet basic needs, poor health, and trauma. Teachers can mitigate the impacts of homelessness on students by making the most of the brief time a homeless student may be in their classroom, being an accessible and caring adult in the child’s or youth’s life, and working with the school district’s homeless liaison to connect the child or youth to supports both in the school and in the community. Teachers should be familiar with the McKinney-Vento Act, which is federal legislation that ensures that schools and school districts remove barriers to the education of students experiencing homelessness. Services may include tutoring, transportation, free meals, and counseling. Schools can be a haven for safety, normalcy, and hope for children and youth who experience homelessness.
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Bowman, Diana, and Patricia A. Popp. "Students Experiencing Homelessness." In Supporting and Educating Traumatized Students, 73–92. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0005.

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Students experiencing homelessness face many challenges as the result of unstable, inadequate, or unsafe housing. Under the Education for Homeless Children and Youth (EHCY) Program in the McKinney-Vento Act, children and youth who lack a fixed, regular, and adequate nighttime residence have the right to be immediately enrolled in school and to stay in the same school when they move if this is determined to be in the students’ best interest. Given recent natural disasters and economic crises, the number of students in our schools without permanent housing has increased with estimates that one in fifty children experiences homelessness every year. Having access to school and stability in their education can provide a needed safe haven for these children and youth, and educators play a critical role in ensuring this is true. School-based professionals should understand the definition of homelessness, be able to recognize the warning signs of homelessness, know what resources and supports are available, and create welcoming classrooms that are proactive and structured to assist such highly mobile students as well as their more permanently housed peers.
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Sulkowski, Michael L. "Supporting the Well-Being of Highly Mobile Students." In Fostering the Emotional Well-Being of our Youth, 355–74. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.003.0018.

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This chapter discusses efforts that educational and mental health professionals can take to help highly mobile students. These students often are impacted by homelessness, foster care, or the juvenile justice system. Although the needs of each respective student population differ, all highly mobile students experience residential instability, which is associated with an elevated risk for experiencing disruptions in academic and psychosocial functioning. However, consistent with a dual-factor model of mental health, many highly mobile students display considerable resilience and do not succumb to the pernicious effects of residential instability. Thus, under a multitiered system of support framework, this chapter also covers specific ways that school-based practitioners can attenuate risks while bolstering resilience to support well-being. Additionally, extant laws related to educational access and service delivery for highly mobile students are reviewed such as the McKinney–Vento Homeless Assistance Improvements Act and the Plyler v. Doe Supreme Court decision.
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Fisher, Emily S., and Kelly S. Kennedy. "Introduction to Counseling Special Populations in Schools." In Counseling Special Populations in Schools, 1–6. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199355785.003.0001.

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This chapter provides an overview of school-based counseling, the approaches used throughout the book, and the special populations that are discussed in the later chapters. The chapter identifies a significant benefit of school-based counseling, which is that it often reaches young people who otherwise would not receive mental health services. It discusses strength-based counseling approaches that, instead of focusing on students’ psychopathology, promote resilience; these include solution-focused brief therapy and cognitive-behavioral therapy. Finally, it introduces the specific student populations that will be discussed in greater detail in the later chapters: students who are homeless, students living in foster care, students involved with the juvenile justice system, students who are LGBTQ, students who are pregnant or parenting, students who are gifted, students with incarcerated parents, students in military families, and students who are at risk for school failure and dropout.
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"Case Study: Education, Economic Disadvantage, and Homeless Students in Pennsylvania’s Marcellus Shale Gas Region." In Rural Poverty in the United States, 339–48. Columbia University Press, 2017. http://dx.doi.org/10.7312/tick17222-022.

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Conference papers on the topic "Homeless students"

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Oktaviani, Eka, Sunaryo Soenarto, and Reza PR Mohammad. "Physical Fitness of Students Based on the Nutrition Status of the Homeless Students." In 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200219.061.

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Gupton, Jarrett. "The Best-Kept Secret: An Analysis of Florida's Tuition Assistance Program for Homeless Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587795.

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De Pedro, Kris. "School Violence and Victimization Among LGB Homeless Students as Compared With Their LGB Nonhomeless Peers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579464.

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Wiens, Peter. "Homelessness in Education: Testing an Intervention to Increase Teachers' Knowledge and Understanding of Homeless Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882635.

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Dobeš, Milan. "Offenders of the Crime of Social Parasitism in Czechoslovakia 1956–1990." In Mezinárodní konference doktorských studentů oboru právní historie a římského práva. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0156-2022-18.

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The offence of social parasitism was a typical institution of criminal law in socialist Czechoslovakia. Through its criminal regulation, the obligation to work (one of the characteristics of totalitarian states) was enforced. Social parasitism was committed by those who avoided proper work for a long time and who, at the same time, made a living in a way which was back in the time considered unfair or illegal. Typical perpetrators included prostitutes, property crime offenders, beggars, homeless people, gamblers or, last but not least, people who let someone else support them – typically people who had succumbed to alcohol addiction or newly adult individuals who did not enter the workforce and continued to be supported by their parents. To some extent, the communist regime used social parasitism to bully its opponents, taking advantage of the fact that the state was a de facto monopoly employer and could fire people from their jobs and refuse to employ them for no good reason.
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Boss-Victoria, Rena, Tina L. Jordan, Bernardine M. Lacey, Hal L. Aubrey, Agnes Richardson, Quotasze Williams, and Jahmaine Smith. "A PIONEERING IMPLEMENTATION OF CLINICAL EXPERIENCES FOR STUDENT NURSES AT A NURSE MANAGED HOMELESS SHELTER HEALTH CLINIC." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1734.

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Reports on the topic "Homeless students"

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Levin, Stephanie, Daniel Espinoza, and Michael Griffith. Supporting students experiencing homelessness: District approaches to supports and funding. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/557.894.

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This study examines how five school districts work to serve students experiencing homelessness. We draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness.
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