November 26, 2024

BATON ROUGE, LA - During the 2021–2022 academic year, over one million students attending school in the United States were identified as experiencing homelessness. In 2023, families with children constituted nearly 30% of the homeless population, with approximately 57,000 households documented as homeless in a single night. Recognizing these challenges, Kerri Tobin, PhD and Matthias Fischer, PhD authored the article Educating Youth Who Don’t Have a Place to Sleep, offering strategies to support students experiencing homelessness (SEH) in accessing equitable educational opportunities. The article underscores the importance of adapting school policies to foster environments where SEH feel welcome and empowered to attend regularly, ultimately preventing dropout.

Tobin and Fischer assert that absenteeism among SEH is closely tied to external factors beyond the classroom, stating, “Understanding absenteeism requires us to understand students’ circumstances outside school. Outside challenges can prevent regular school attendance just as much as—or even more than—challenges within school.” According to the National Center for Homeless Education (NCHE, 2022a), nearly 37% of SEH were chronically absent in the 2018–2019 school year, missing at least 10% of school days. Alarmingly, once SEH drop out, they seldom return to complete their education.

The article highlights Germany’s innovative approach to educating SEH through second-chance schools, which serve as an example of high-quality education tailored to vulnerable populations. The study examined 12 successful second-chance schools in various German cities and identified four foundational principles that make these schools accessible and effective:

• Low Barriers – Reducing administrative and attendance-related hurdles.
• Flexibility – Allowing students to learn at their own pace with adaptable schedules.
• Needs Orientation – Addressing individual circumstances with trauma-sensitive practices and support services such as social workers.
• Motivation and Positivity – Fostering trust, building relationships, and aligning education with students’ strengths and interests to rebuild confidence.

These principles create an inclusive environment where SEH can thrive academically and socially despite irregular attendance or other challenges stemming from homelessness. The German model offers valuable lessons for the United States. While second-chance schools provide vital opportunities for SEH to reengage in education, Tobin and Fischer emphasize the importance of reforming traditional school systems to prevent dropouts in the first place. Schools should build positive relationships, create safe and welcoming spaces, and align education with students’ needs and strengths. By integrating trauma-informed practices and flexible policies, traditional schools can ensure SEH remain connected to learning opportunities, reducing the adverse impact of homelessness on their academic trajectories.

Addressing the educational needs of SEH requires a multifaceted approach that prioritizes inclusivity, flexibility, and support. Germany’s second-chance schools illustrate how educational systems can adapt to meet the unique needs of homeless students, providing a blueprint for rethinking traditional policies and practices. U.S. schools can draw inspiration from these principles to create environments where every student, regardless of their housing status, can succeed.

About the LSU Lutrill & Pearl Payne School of Education (SOE)

A school of the College of Human Sciences & Education, the SOE offers undergraduate programs for students who want to pursue a career as a pre-kindergarten through 12th-grade teacher or acquire dual certification in traditional elementary and special education classrooms. In addition, SOE offers 3 graduate certificates, 17 master’s degree program areas, 9 EdS certificate programs, and 2 PhD degrees in 11 areas of focus. SOE’s focus is not only on preparing highly qualified teachers but also on preparing educational leaders, curriculum studies scholars, educational technology experts, applied researchers, higher education professionals, school counselors, and clinical mental health counselors. SOE specializes in scholarly expertise regarding pressing educational and wellness issues across the entire lifespan.

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About CHSE

The College of Human Sciences & Education (CHSE) is a nationally accredited division of Louisiana State University. The college comprises the School of Education, the School of Information Studies, the School of Kinesiology, the School of Leadership & Human Resource Development, and the School of Social Work. CHSE has two model demonstration schools: the Early Childhood Education Laboratory Preschool, which enrolls birth to age four, and the University Laboratory School, which enrolls kindergarten through grade 12. The college also has four centers and institutes: the Early Childhood Education Institute, the Healthy Aging Research Center, the Leadership Development Institute, and the Social Research & Evaluation Center. The college is committed to achieving the highest standards in teaching, research, and service and improving quality of life across the lifespan.

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