Literature Review: Education Network of Resources for Homeless Students and Families 

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Residential Agencies and Shelters

Another alternative resource discussed is that of residential agencies and homeless shelters. Such agencies are described to be abundant with various degrees of resources for homeless families and students (Bourgeois & Miller, 2013). Case managers/ workers are the most discussed, parents seem to value their role in aiding them secure housing, information, school enrollment, and connections to other programs in the area (Pavlakis, 2014) (Miller, Homeless Families' Education Networks': An Examination of Access and Mobilization, 2011). Both case workers and parents recognize the importance of their relationships as it pertains to enhancing the client’s networks and self-sufficiency (Miller, Homeless Families' Education Networks': An Examination of Access and Mobilization, 2011). On-site educational programs also aid the families, as it includes tutoring, mentoring, and parenting classes and resources (Pavlakis, 2014). Staff available for other cases such as addiction, financial crisis, and illness are available as well (Anderson, Grothaus, Knight, & Lorelle, 2011). These services are heavily influenced on the type of shelter or residential agency homeless students and families access. Emergency shelters which offer the shortest stays, generally have “immediately needed resources” (Miller, A Critical Analysis of the Research on Homelessness, 2011, p. 323). Additionally, the short stays, crowded spaces and sometimes inability to access resources that will benefit families’ after their stay expires can present problems (Miller, Homeless Families' Education Networks': An Examination of Access and Mobilization, 2011). Such is not uncommon for transitional housing programs either, despite generally longer stays the programs are still characterized with crowded spaces, however in addition to this a social network is established amongst the residents, which some view as valuable resource and is often fostered by the agency, while others find it to be a distraction and deterrent from aiding their families’ and their children’s’ academic success (Pavlakis, 2014). Finally there is permanent housing, the benefits many proclaim in this include independence, stability, and the ability to focus on progressing the family and one’s children’s academic success (Bourgeois & Miller, 2013). As discussed earlier, however permanent housing often causes feelings of isolation and distances families from necessary resources outside of their program.

Community Based Programs

Community-Based Programs is another resource within the education network that many homeless families utilize. Such resources and programs include Boys & Girls Club, Head Start, youth drop-in centers, community art programs, and university-based literacy (Bourgeois & Miller, 2013) (Miller, A Critical Analysis of the Research on Homelessness, 2011). One specific community program was discussed in Pavlakis’ work, a program called Family Forces. Pavlakis’ noted its positive reception by school personnel, residential agency and shelter staff, and others in the area. The organization touted three important factors that were discussed throughout the literature, it was located amongst the low-income areas to be better available to those they serve, it hosted meetings and encouraged networking and information sharing of all involved parties, and it provided a variety of services to the area including a food pantry. Other sources discussed the need for increased communication and collaboration in the area, which is Pavlakis’ indicates is exhibited in Family Forces, monitoring the success and influence of such organizations may aid other areas and agencies in methods to increase communications amongst their own networks,

Valuable Relationships

Lastly, there is the resource amongst valuable relationships, relationships that provide information, social and professional networks. Another them throughout the literature is the need for valuable relationships and collaboration amongst all those involved in the education resource network. Parents often expressed increase positivity towards case managers and other staff that worked with them on day-to-day bases, and due to the parents relationship with them they were able to access the staffs relationships with other resources and programs in the area (Miller, Homeless Families' Education Networks': An Examination of Access and Mobilization, 2011). With school personnel their lack of communication with other agencies limits their available information and resources, and inhibits their ability and relationship with homeless students’ and their families. Additionally relationships amongst those living in shelters serves as a social connection that some clients value, and use for example as “babysitting contracts…[which] made it easier for shelter residents to visit schools or search for housing,” (Pavlakis, 2014, p. 21).

In conclusion, the resources within the resource network are diverse and elaborate, but contain useful aids for homeless students and their families. Collaboration amongst the separate hubs is likely to increase the efficiency of delivery and aid in overcoming transportation and mobility barriers involved in supporting the homeless population within schools. Further research into the positives and negatives of the McKinney Vent o Act should be encouraged, in addition to a perspective of how infrastructure and other important characteristics influence its implementation in schools. Additionally, school personnel need to encourage communication and involvement within the community and the lives of homeless students’, because many go unidentified and unserved, identification is a priority, and however the delivery of services following that requires reinforcement, community-based programs and shelters can aid in this effort as well. Finally, inquiry should be further made into how these resources affect academic achievement, and research should encourage delineation and stratification amongst grade and age levels.

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References

Anderson, K., Grothaus, T., Knight, J., & Lorelle, S. (2011, February). Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness. Professional School Counseling, 14(3), 191-201.

Bourgeois, A. K., & Miller, P. M. (2013). Considering the Geographic Dispersion of Homeless and Highly Mobile Students and Families. Educational Researcher, 42(4), 242-249.

Losinski, M., Katsiyannis, A., & Ryan,