Needs Assessment Survey: Adults Experiencing Housing Instability and Caring for Children Aged 0 to 5

• In Event: Literacy Everywhere!: Designing Supports for Early Literacy and Awareness for Families Experiencing Housing Instability

Abstract

The primary objective of this paper presentation is to present the findings from a needs assessment survey developed and implemented to learn more about the experiences of adults in Ohio who are caring for children aged 0 to 5 while experiencing H/HI. This phase of the larger study aimed to identify challenges and barriers families experiencing H/HI in Ohio face in accessing support systems, determine their unmet needs, explore the early learning and development activities they engage with with their young children (ages birth to 5), and assess their perceptions of the learning opportunities provided by community support structures and childcare providers, especially as it related to literacy.
The perspective of our study is grounded in understanding the intersection of educational and social services in the lives of families experiencing H/HI. This framework emphasizes the importance of interdisciplinary, long-term solutions with a whole child and whole family focus, aiming to address not only immediate needs but also contribute to long-term academic, social, behavioral, and psychological well-being (Doans & Evans, 2020; Haskett et al., 2016).
Our study employed a multi-stage survey development process informed by literature reviews and best practices in survey design. The survey was refined through feedback from community experts and piloted for validation. Data collection involved structured interviews conducted via Zoom or phone, where participants shared their experiences and challenges. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed to identify recurring themes.
Data were collected from 71 participants who met the eligibility criteria of being at least 18 years old, experiencing homelessness or housing instability as defined by the HEARTH Act (2009), and caring for children aged 0 to 5. The survey captured a range of data, including demographic information, experiences with housing instability, literacy needs, sources of support, barriers, and recommendations for service improvement.
The study revealed significant barriers to accessing essential support systems, including financial instability, extensive paperwork, long wait times, and the need for employment to qualify for childcare funding. Participants identified unmet needs in areas such as childcare, transportation, legal services, job training, and housing assistance. Early learning activities were diverse, but housing instability impacted the time and resources parents could dedicate to these activities. Despite these challenges, parents valued the support and communication from childcare providers and noted the positive impact of free childcare on their ability to work and engage with their children’s education.
This study provides critical insights into the needs and challenges of families experiencing homelessness or housing instability, particularly those with children aged birth to five, an understudied population in children's literacy. By highlighting the barriers to accessing support systems and the specific needs of these families, the findings contribute to a better understanding of how to support early literacy and overall family welfare. The study’s results have already informed aspects of a larger literacy everywhere project in a Midwest state, enhancing efforts to provide literacy-enhancing home interactions and activities. This research underscores the importance of targeted, interdisciplinary support to improve the long-term outcomes for vulnerable populations.

Authors

• Michael D. Toland, University of Toledo

• Kimberlie Todd, University of Toledo