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It connects student homelessness to racial inequity and the compounded disruptions of COVID-19, including barriers to distance learning, food insecurity, and lack of devices or internet access. Drawing on practices from robust McKinney-Vento programs, it highlights district responses and specific initiatives that deliver meals, technology support, emergency assistance, and continuity of learning during closures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategies-for-success-supporting-students-experiencing-homelessness/582533/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategies-for-success-supporting-students-experiencing-homelessness/582533.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the report link student homelessness with racial inequity?","Question",{"text":112,"@type":113},"The report explains that student homelessness cannot be separated from racial inequity, citing higher likelihood among Black and Hispanic students compared with White peers. It also describes cascading impacts on graduation, adult homelessness risk, and health and economic consequences during the pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What distance-learning barriers affect students experiencing homelessness?",{"text":117,"@type":113},"The report notes that many students lack a safe place to “shelter in place” and disproportionately lack technology or Wi‑Fi needed for distance learning. It highlights mobile hotspots, internet access funds, and devices as pressing needs identified in a survey early in the COVID-19 period.",{"name":119,"@type":110,"acceptedAnswer":120},"How do schools provide stability for students experiencing homelessness?",{"text":121,"@type":113},"The report states that schools provide consistent shelter during the day plus food, clothing, and positive adult relationships. It also emphasizes elevated risk of hunger among homeless high school students and how dedicated staff and programs address those needs throughout the pandemic.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582533,1792165505,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","STRATEGIES FOR SUCCESS:  \nSUPPORTING STUDENTS  \nEXPERIENCING HOMELESSNESS  \nLessons from School and District Liaisons on  \nHow to Support Students Experiencing Homelessness  \nBy Matthew N. Atwell, Eleanor P. Manspile, and John M. Bridgeland  \nA Report By Civic | In Partnership with the Education Leads Home Campaign  \nSPONSORED BY THE RAIKES FOUNDATION  \nJuly 2020  \nDear Reader,  \nAmerica is reckoning with two public health crises. One, the novel coronavirus, is a recent development that has affected millions in the United States. The other—systemic racism—has deep roots that date back to the founding of this nation. Student homelessness sits atthe center of both.  \nIt is impossible to untangle student homelessness from racial inequity. Research conducted by Schoolhouse Connection makes this clear, as Black and Hispanic high school students are more likely to experience homelessness than their White peers (SchoolHouse Connection, 2019) . These students are less likely to graduate high school, and more likely to experience homelessness as adults. They are also more likely to suffer the health and economic consequences of the coronavirus pandemic.  \nFor many, the pandemic has meant social distancing, canceling plans, and, for students, distance learning. For the more vulnerable and those furthest from economic justice, especially communities of color, the pandemic has been an unprecedented disaster, significantly exacerbating the challenges they already face.  \nChildren and youth experiencing homelessness often have nowhere to ‘shelter in place’ or ‘stay at home.’ These students also disproportionately lack the technology or Wi-Fi accessibility needed for distance learning. A survey conducted by SchoolHouse Connection during the early days of the COVID-19 pandemic showed that mobile hotspots and funds for internet access and devices and technology were among the most pressing needs of students experiencing homelessness in K-12 and postsecondary education (Opportunities for Impact, 2020) .  \nAlthough the interviews of school district homeless education liaisons and educators conducted for this report occurred in the fall of 2019, before the disruption  \nand devastation of COVID-19, the practices of robust McKinney-Vento homeless education programs featured here prepared districts and schools to quickly respond to this crises.  \nAs discussed in this report, schools provide stability for over 1.5 million K-12 students experiencing homelessness in the United States. Schools provide not only consistent shelter during the day, but also food (breakfast, lunch, and often weekend bags), clothing, and positive adult relationships. Data shows that high school students who experience homelessness are five times more likely to go hungry than their housed peers (Institute for Children, Poverty & Homelessness, 2019) .  \nDedicated staff and innovative programs like the ones featured in this report have helped meet the needs of students experiencing homelessness throughout the pandemic. One such program on the Blackfeet Indian Reservation in Browning, Montana, has continued to deliver breakfast, lunch, and weekend backpacks from the Montana Food Bank to its students, despite the strain on the community caused by the virus. The school district liaison also works to coordinate food boxes for families and unaccompanied youth who no longer have access to the food pantries located inside shuttered school buildings.  \nSince the beginning of school closures, another program, MACares in Austin, Texas, has granted over $4,500 in emergency financial assistance for students and families with outstanding rent and housing fees. This program has also assisted families by donating local grocery store gift cards.  \nThe Help the Homeless fund in Roanoke, Virginia has assisted students and families experiencing homelessness by providing grocery store gift cards, hotel rooms (which the fund did not provide before the pandemic),“pay as you go” phones for unaccompani","cbCaipAVGfNesAU1","https://ap.wps.com/l/cbCaipAVGfNesAU1","pdf",2108366,36,"English","# Introduction\n## Student homelessness, racial inequity, and COVID-19\n## Barriers to distance learning and basic needs\n# Effective district and school practices\n## McKinney-Vento program strengths\n## Community and district initiatives during closures","[{\"question\":\"Why does the report link student homelessness with racial inequity?\",\"answer\":\"The report explains that student homelessness cannot be separated from racial inequity, citing higher likelihood among Black and Hispanic students compared with White peers. It also describes cascading impacts on graduation, adult homelessness risk, and health and economic consequences during the pandemic.\"},{\"question\":\"What distance-learning barriers affect students experiencing homelessness?\",\"answer\":\"The report notes that many students lack a safe place to “shelter in place” and disproportionately lack technology or Wi‑Fi needed for distance learning. It highlights mobile hotspots, internet access funds, and devices as pressing needs identified in a survey early in the COVID-19 period.\"},{\"question\":\"How do schools provide stability for students experiencing homelessness?\",\"answer\":\"The report states that schools provide consistent shelter during the day plus food, clothing, and positive adult relationships. It also emphasizes elevated risk of hunger among homeless high school students and how dedicated staff and programs address those needs throughout the pandemic.\"}]","Strategies for Success - Supporting Students Experiencing Homelessness | PDF",1792043691,91]