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Promoting Positive Adaptation Among Homeless and Highly Mobile Students
Mon, April 16, 4:05 to 6:05pm, Crown Plaza Times Square, Floor: Fourth Floor, Times Square B RoomSession Type: Symposium
Abstract
Research has long established that homelessness has negative effects on students’ school engagement and education outcomes, and the issue is gaining increased policy attention. To help mitigate these effects, the federal McKinney-Vento Act requires districts to provide school access and support for homeless students. Yet, the policy is thin on how to achieve the intent of the Act, and research on the conditions that promote positive adaptation among homeless and highly mobile (HHM) youth is scarce. The proposed symposium comprises five papers that examine student-level and setting/environment-level factors that may contribute to improved outcomes for homeless youth. The symposium is well-situated to advance our understanding of conditions that promote equitable opportunities for HHM students toward inclusive public education.
Sub Unit
Chair
Papers
Homeless Education Case Study: The Continuing Importance of Supporting and Educating Teachers - Kerri Tobin, Louisiana State University - Baton Rouge; Matthew John Moulton, University of Georgia - Athens
School Outcomes for Homeless Students: The Effects of Doubling Up Versus Living in Shelter - Stacy M. Deck, Spalding University; Dena H. Dossett, Jefferson County Public Schools
Civic Engagement as a Moderator of the Association Between Students' Residential Mobility and Education Outcomes - Adam Voight, Cleveland State University; Regina J Giraldo-Garcia, Cleveland State University; Beth Shinn
Importance of Socio-Emotional Learning for Academic Achievement of Homeless and Highly Mobile Students - Sarah Bardack, Stanford University; Hadar Baharav, Stanford University; Jacob Leos-Urbel, Stanford University; Jelena Obradovic, Stanford University
Executive Function as a Predictor of School Success: Validity in the Context of Homelessness - Amanda Kalstabakken, University of Minnesota - Twin Cities; Christopher David Desjardins, University of Minnesota; Cynthia K. Hillyer, Minneapolis Public Schools; Maureen J. Seiwert, Minneapolis Public Schools; Ann S. Masten, Institute of Child Development