1. Homeless Youth: Effective Advocacy and Interventions
NASP Convention 2014
Joint Special Session: GLBTQ, Multicultural Affairs, Government and Professional Relations Committees
PRESENTERS
Jim Hanson, Brenda Kabler, Martha Ellen Wynne, Tracy Hobbs, Candis Hogan, Mary Beth Klotz, & Kelly Vaillancourt

2. Overview of Homelessness Myths and Facts
All homeless people are single adult males
All homeless people live on the streets
Homeless people don’t work
There are numerous services for unaccompanied youth, they just don’t use them
Homeless children don’t go to school
Talk about writing a SMART GOAL

3. Characteristics of Homeless Children
Location: Homeless children can be found everywhere:
urban, rural and suburban
Loss
Familiar surroundings
Privacy
Routines
Possessions
Health Concerns
Asthma and other chronic conditions
HIV/STD
Traumatic stress and other emotional problems
Lack of educational stability
Absenteeism and tardiness become discipline issues
Dropping/pushing out

4. Legislative Response: The McKinney-Vento Act
The McKinney Vento Act is a Federal mandate that helps maintain stability in housing and education three distinct groups:
for preschool children and families
school-aged children and families
unaccompanied youth.
It is important for school staff to understand the provisions of the Act in order to help students effectively

5. McKinney Vento Act Definition of Homelessness
Children or youth who are:
living without regular/adequate night time residency
living in shelters (including transitional shelters)
Doubled Up: living with another family due to lack of permanent residence
migrants
Unaccompanied Youth are:
Not in the physical custody of a parent or guardian
Runaways
Throwaways (pushed out or not permitted to live at home)

6. Requirements for School Districts 42 U.S.C. 11431 (B) § 721
What is required for school district to be in compliance?
Enrollment
48 hours with no health or vaccination forms required
Parental School Choice
Remain in school of origin or transfer
Transportation
Must provide transportation within 48 hours
Other Services
Uniforms/Fee waivers/Free lunch
Referral to community agencies

7. Roles of School Staff in Helping Homeless Children
Educational Liaison
1 per school district required by McK-V
School Psychologist
Academic and Social Emotional
School Social Workers/Counselors
Social Emotional and Community Outreach
Attendance Officer
Facilitate School Attendance
Administrators
Credit Management and Discipline
Teachers
Academics, Observations, and Identification

8. McK-V Liaison Duties
Locate and enroll homeless children and youth who are currently not in school
Identify homeless children and youth through coordination activities with other entities and agencies
Make certain families and children receive educational services for which they are eligible (i.e., Head Start, preschool programs, referrals to health care services, dental, mental health services)
Inform parents and guardians of educational and related services available for their children

9. School Psychologist Roles
Conduct training sessions for staff to promote sensitivity to the stigma of homelessness
Create culturally sensitive environments for homeless students by
Diversity training
Anti-bullying programs
Advocacy
Referral to outside agencies
Upholding confidentiality safeguards
Promote resilience by encouraging school connectedness and belonging

10. Problems with the McKinney-Vento Act
There is no analog to “Child Find” and therefore
Families and youth must self identify
If unaware of rights, cannot self-identify
Universal screening upon school enrollment is not required
Homeless children suspected of having disabilities are entitled to expedited evaluations for special services
The law does not specify what “expedited” means
Parents are unaware of this provision
Inconsistency of Implementation
Some school districts are compliant; others are not
No way to evaluate services is specified
Children and youth are guaranteed transportation to and from their school. However, we found in our research that often, schools would deny transportation services to the school if the student was no longer living in the neighborhood due to becoming homeless. Regardless, in order to be compliant with the law, schools MUST offer transportation services to all enrolled students regardless of where they are currently residing.
Students and families must also be informed of their rights under McKinney-Vento. As with IDEIA, schools should have McKinney-Vento regulations posted or available for all students and families. In addition, the homeless liaison should be available to assist students and families in any way possible. However, in practice, we found that many students and their families were never informed of their rights under McKinney-Vento and did not even know the law existed or that a homeless liaison was available to help them if necessary.
Overall, McKinney-Vento is implemented extremely inconsistently from school to school within the Chicago Public School System (CPS). This is disheartening because, as a federal law, McKinney-Vento’s regulations are not suggestions, but stipulations for what services schools MUST give students and families who are or become homeless.

11. Specially Identified Groups
Preschoolers
Most difficult group to find
Usually doubled-up
Young parents unaware of homeless status
Unaware of services including
Expedited special education evaluations
Priority for Headstart
Since preschool children may not be in school
Cooperation with community agencies critical
Special attention should be given to “Child find” activities

12. Unaccompanied Youth
Collaboration with community resources and shelters
Until youth are housed, school attendance is a low priority
Students attempting to return to school face problems
Lack of transportation
Lack of Credit Accumulation
Feeling “too old” or aging out
Feelings of isolation
Often only solution is an alternative high school or GED

13. African American Youth
African American families are disproportionately represented among homeless families with children
39% of sheltered homeless families with children were African American (US demographic 14%) (NCHE, 2012)
Recommendations:
consistent 1:1 mentoring
storage place at school for family belongings
sponsoring a family activity that is fun and enjoyable
help writing resumes
(Brown and A’vant, Personal Communication, 2003 January)

14. GLBTQ Youth
LGBTQ youth are particularly likely to be push-outs or throwaways from their home of origin
Homeless youth cluster in cities where 20-40% are LGBTQ
Outcomes
Downward trajectory
Increasingly unstable housing
Risk of sexual exploitation (10x)
High risk of substance abuse
High risk of violence
Given these problems, school reentry is very difficult

15. GLBTQ Homeless Youth compared to Heterosexual Homeless Peers
Lesbian youth: more likely to have PTSD, conduct disorders, and substance abuse disorders
Gay male youth: more likely major depression
7.4 more acts of sexual violence experienced
Twice the rate of sexual abuse before the age of 12
More likely to attempt suicide (62%) than their heterosexual homeless peers (29%)
National Recommended Best Practices for Serving LGBT Homeless Youth

16. GLBTQ Youth
Emotional–physical rejection by their families resulting in forced homelessness; Latino boys at particular risk
Runaways from foster or group homes because of mistreatment or harassment
Transgender youth harassed by police for appearance, increased physical/sexual assault in shelters
Some private shelters attempt “reparative therapy”
Wynne, M.E., Ausikaitis, A.E. & The Loyola University Home-School-Community Research Team (2013). Addressing the Educational Needs of Homeless Students. NASP Communique 42:2.
Center for American Progress (2012, March). Supporting Gay and Transgender Youth Most in Need: White House conference turns spotlight on housing and homelessness issues impacting gay and transgender populations.

17. Native American/First Nation
Two Spirit youth may suffer family rejection because of tribal nations’ historical trauma. Historical trauma may influence loss of acceptance of 2S family members and persecution for inhabiting traditional or non-traditional roles
3-11% of homeless population
20% of homeless children/youth
23% of Native American homeless youth are Two Spirit and/or LGBTQI

18. Recommendations: GLBTQ Homeless Youth:
Assume that some, if not many, of the homeless youth you serve will be GLBTQ
Enumerate GLBTQ in anti-bullying policies and training for staff and students
Examine issues of racism, white privilege, and the intersection with gender and sexuality
Remember that homeless GLBTQ youth also develop in their sexual identities at their own pace
Remember that GLBTQ students are resilient but they still face significant challenges that we should not minimize when talking to them about their strengths.

19. Recommendations: GLBTQ Homeless Youth:
Treat GLBTQ youth respectfully and ensure their safety
Know and share GLBTQ-specific resources and programs that provide long-term housing support and health/mental health services
Appropriately address GLBTQ identity by obvious signs of acceptance and openness
Educate incoming youth on nondiscrimination/anti-bullying policies
Provide gender-neutral restrooms
Use transgender terms correctly
Posting of policies
Posters, stickers, and other visible signs
World Professional Association for Transgender Health

20. Proposed and Current Federal Legislation

21. Higher Education Access and Success for Homeless and Foster Youth Act
Introduced in Nov would amend the Higher Education Act
Help make college more affordable for homeless and/or foster youth.
Help homeless and foster students access housing resources during and between terms in post secondary schools.
Require new data and outcome monitoring requirements for homeless and foster youth.
Require accountability study of higher education outcomes for homeless and foster youth.
Proposed bill that addresses higher education resources
In the most current appropriations bill, districts are given permission to use Title I funds to assist with the costs of transportation for homeless youth.

22. Educational Success for Children and Youth Without Homes Act
Would amend the McKinney Vento Act to:
Expand the definition of homeless youth
Ensure that homeless children (K-12) have the right to a Free and Appropriate Public Education
Proposed bill that addresses K-12 education.

23. Runaway & Homeless Youth Act – up for reauthorization
Funds various support services and educational programs :
street outreach; basic center programs; transitional living programs
Advocacy goal for the reauthorization:
explicitly incorporate LGBT youth into the Act .
This bill is up for re-authorization- it has been funded, and will continue to be funded, but changes are needed.
The Street Outreach program provides funds to community organizations that offer support and educational programs to youth living on the streets, and to engage those who are at risk of becoming homeless.
The Basic Center Program funds drop-in centers for youth under the age of 18, as well as counseling services and reunification guidance for those looking to reconnect with their families.
Transitional Living Program dollars support centers for youth under the age of 22 who need temporary housing and social support services while they look for jobs and housing of their own.

24. Allied Groups
Forty to None Project ( works to raise awareness about and bring an end to LGBT youth homelessness. This project offers programs and initiatives around education, advocacy, empowerment, capacity building, and inclusion of LGBT youth, who represent up to 40% of homeless youth populations.
Trevor Project ( is the leading national organization providing crisis intervention and suicide prevention services to LGBT youth. See new model district suicide prevention program.

25. Allied Groups (cont.)
GLSEN ( is an education organization creating safe schools for all LGBT people. Policy efforts and educational programs (e.g., Gay-Straight Alliance Clubs).
Center for American Progress ( is an educational institute offering progressive ideas and actions, (e.g., report on homeless LGBT youth).

26. NASP Resources (see handout)
Chittooran, M. & Chittooran, J. (2010). Homeless children in the schools, Helping Children Home and School III.
Children in Transition Subcommittee/MAC, Sign up for their Community on the NASP website.
Cox, T. (2013). The challenges of homelessness. Principal Leadership, February 2013,
Kabler, B., & Weinstein, E. (2009).The state of homeless children in the United States. Communique, 38, (4), 1 & 28.

27. NASP Resources (see handout)
Klotz, M.B. (2013). Welcoming and safe schools: Supporting homeless LGBT youth. Communique, 42,(2),8.  
NASP podcast on Homelessness 
NASP selected research on Military, Foster, and Homeless Children 
Loyola/Home/School/Community Research Team:
Wynne, M.E., & Ausikaitis, A.E. (2013). Addressing the educational needs of homeless children. Communique, 42,(2), 2 & 6.

28. Local Resources in Urban Areas
San Francisco: Larkin Street Youth Services/Castro Housing Initiative
Los Angeles: Jeff Griffith Youth Center/Kruks Tilsner Transitional Living Program
Phoenix: The Homeless Youth Project EON
Florida (Central) The Zebra Coalition
Chicago: UCAN Host Home Program, Project Fierce, The Chicago Coalition for the Homeless

29. Detroit Resources: Ruth Ellis Center
Ruth’s House: The Intensive Treatment Unit is a structured living program with level systems for 12 to 17 year old LGBTQ youth. The youth in the ITU program are referred from the Michigan Department of Human Services, Wayne County Child and Family Services, other Michigan agencies state-wide, and youth supervising programs in other states.
The Program includes the following services:
Housing
Individual assessments and intake
Basic life skills and counseling
Interpersonal skill building
Educational advancement
Job preparation and attainment
Mental health care
Physical health care
Youth development approach
Aftercare planning and follow-up
Administrative Offices: Fax:
Mailing Address:
Ruth Ellis Center
77 Victor Street
Highland Park, MI 48203

30. New York City Resources: Green Chimneys
Safe, healthy development for (LGBTQ) youth who are runaway or homeless.
Helping LGBTQ youth gain skills and resources for transition to adulthood
Transitional living
NYC and youth who come to the city
Residential program to help youth learn essential life skills and transition into community living
Staff provide 24-hour supervision and mentoring
Three scattered-site apartments in The Bronx
Main Office 400 Doansburg Road, Box 719 Brewster, NY Tel: Fax:

31. Portland Resources
Gregor was born in Colombia and adopted by an American family. But when he came out of the closet at age 17, his family disowned him, forcing him out, because they considered his gayness a form of mental illness. He had nowhere to turn until he discovered Outside In. With positive support from staff members and volunteers and a place to live, he studied every week for his GED. Gregor pursued his dreams and was accepted to every college he applied to - New York University, Julliard, and the City University of New York. He got a job at Nordstrom once he finished his GED and then moved to New York City to attend college.
Janus Youth Programs

32. Personal stories Forrest 15 years old, identifies as lesbian
ADHD, OCD, Mood Disorder
Sharing housing since April with father’s brother’s family who lost their home
Grades plummeted since doubling up
HOME/SCHOOL INTERVENTIONS:
Sheet-rocking her own living space with locking door
Special education counseling services (mom, daughter) for family boundary issues, grades
Referral for community-based medical/mental health
Significant accommodations from teachers

33. Personal Stories Chase
19 years old, 2 ½ credits lacking for graduation (JJ credits)
Previous incarcerations for theft, gay for pay/resources
Heroin habit, Level A for needles, 33% attendance
Refused SPED services, Alternative Schools, Outside In
SCHOOL CHALLENGES: Title X provides toothpaste
LINCOLN SERVICES:
Transportation through school ID
Hall Monitor securing housing and drug treatment options
PTA secured new clothing, PE showers, 2 meals/day
Adult mentor for 2/5 periods
Counseling through general education
Virtual Scholar program with peer mentor
Significant accommodations in all classes
Not gay but has been for pay

35. Your Advocacy Plan
Specific
Measurable
Attainable
Realistic
Timeline

36. Contact Information:
Jim Hanson Brenda Kabler Martha Ellen Wynne Tracy Hobbs Candis Hogan Mary Beth Klotz Kelly Vaillancourt

37. NASP represents school psychology and supports school psychologists to enhance the learning and mental health of all children and youth.