Emily Kramer is a Senior Program Analyst with the New York State Technical and Education Assistance Center for Homeless Students (NYS-TEACHS), which provides information, referrals, and trainings to schools, school districts, social service providers, parents, and others about the educational rights of children and youth experiencing homelessness. NYS-TEACHS is funded by the New York State Education Department (NYSED) and is housed at Advocates for Children of New York, Inc. (AFC). Here, she writes about New York State’s experience implementing a behaviorally-informed email communications project developed by the Office of Evaluation Sciences. You can read about the development of the project in Part I of this blog.
What did your participation in the project looks like?
We signed up to work with the Office of Evaluation Sciences (OES) on an outreach campaign to increase identification to students experiencing homelessness. The wonderful OES staff drafted content for eight email messages that we sent out to half of the liaisons in New York State, randomly selected. The OES annotated these outreach messages for us and included notes about key principles of marketing/behavioral economics. For example, we learned that a phrase like, “Over 70% of New York districts have identified students experiencing homelessness,” uses social norms marketing, meaning that the reader may be motivated to identify students experiencing homelessness if they know their peers have done the same.
How did you determine that
identification of students experiencing homelessness was the issue you wanted
to address with this initiative?
OES spoke to us and the other states involved (New Mexico, New Jersey) and
ended up pitching ideas for the project. The initiative had a number of goals: increasing
use of existing resources, improving awareness of changes under ESSA,
motivating liaisons, increasing identification, and raising awareness about
some higher education resources. Identification data are readily accessible and
thus were used to measure whether the project had an impact in that area.
What were the results
and what did you learn?
The OES compared the increase in identification of students experiencing homelessness in the intervention group (those school districts that received the special emails) to the increase in identification in the control group (those districts that did not), and found a small but significant effect! They did note in their research paper that most of the effect came from another one of the three states involved in the project. That said, the process taught us a lot about how to improve our technical assistance through small tweaks in language. Some changes partially inspired by the project include:
increased personalization (i.e. we use mail merge features to include a liaison’s name in the emails they received),
writing out content in list form,
using language that is less formal,
appreciation of brevity, and
renewed focus on creating simple checklists for liaisons that clearly outline action steps (e.g. our Supporting College Access Checklist and Top 10 Resources for Liaisons).
What are your recommendations for
others who are interested in implementing these principles in their outreach?
we aim to form personal connections with liaisons and service providers across
our state, a basic reality is that we need to use mass newsletters to share
important resources and announcements. It’s 2019, and we are all inundated with
targeted marketing. So, in order to get people to read an email – and take an
action – we need to be specific about the action and clear about how to take
it! Luckily, there’s no minimum effort required to get started making marketing
or behavioral economics-inspired changes to your outreach strategy, so we
recommend diving in and editing your process along the way. If you are unable
to measure your effectiveness through an analysis of homeless identification
(or similar) data, or you’re looking for faster feedback, consider these
email open rates for different messages;
website downloads of various forms you’ve highlighted;
at training attendance for events you’ve done; or
for feedback in a survey,
of those feedback mechanisms can help you move toward your goals.
What was the most challenging
part of this project, and what was easier than you anticipated?
think that the most challenging part was simply finding the extra time to
format new emails in our bulk email platform, though this wasn’t an unexpected
issue and the time was well spent. As for what has
been easier than anticipated – we are by no means “experts” on marketing, but
we have rather easily (and informally) incorporated some of the lessons learned
from this project into other communications. For the most part, we have become
more focused on creating content that is “catchy” and easy-to-read.
Barbara Peoples, RN, is the Health Services Manager at Educational Service District 113 in Washington State, supervising school nurses in the region. She also carries direct school nursing responsibilities in several small area school districts. Until this summer, she served for 12 years as the District Nurse at Montesano School District in Montesano, Washington, supervising two other nurses in the district. Montesano School District serves 1,450 students from preK-12th grade and is a high acuity health district with many medically fragile students. While there, Barbara practiced Nurse Case Management for eight years with great success, meeting with junior high students who had chronic health issues (such as diabetes, asthma, and other chronic health conditions) or unmet health concerns (such as an undiagnosed mental health illness or physical need). Some of her students were also in the juvenile justice system, experiencing homelessness, or otherwise identified as at-risk of school failure and/or chronic absenteeism. Barbara is a member of the National Association of School Nurses and the School Nurse Organization of Washington.
How do you support
students experiencing homelessness in your work?
We support students experiencing homelessness by addressing their health concerns and needs in many ways. If they have a life-threatening health concern, require medications at school, or have a medical referral, we work with the student to obtain the medications they require and help them find a medical home—preferably a local provider who will care for their physical and mental concerns–to ensure follow-up and completion of required paperwork. We help them obtain health insurance if they have none, working very closely with our counseling office in the schools. We also work alongside our attendance secretary to ensure that attendance problems related to their health and wellness don’t become a barrier for them. Common health problems could include any chronic health condition (e.g. asthma, diabetes, severe allergies, seizure disorders) or a mental health concern (e.g. ADHD, depression, anxiety) which requires students to have medications and regular medical care follow-up, just like any other student with these conditions. It takes a team effort for students to succeed, and the school nurse plays a large part in making contact with a provider; obtaining transportation for the student, if needed, to see that provider; and finding ways to have prescriptions filled. Then there’s follow-up with the student to ensure they are following health care provider orders and directions regarding their health condition(s) and/or medication administration. Helping them keep appointments is also a challenge. The counselors are also part of this team in helping students succeed–physically, mentally, and academically. The nurse cannot do it alone!
What could schools and educators/other support staff do to better enable you to help homeless students and their families?
students who are experiencing homelessness is sometimes difficult due to the privacy
of the family or student. Sometimes we find out who needs that extra support
from close friends of the student. Staff members collaborate to support these
students and families by providing referrals for community resources and
helping with basic needs through donations from private entities. Our
counseling center, attendance secretary, nurses, teachers, and administrators
work well as a team to support those students experiencing homelessness. This
is done primarily by making known to the school nurse any physical or mental
health need the student is facing. Once the need is known, then the school
nurse can help the student get the help they need or want, with frequent
follow-up. Sometimes it’s a long process
to build trust and understanding with the student to facilitate real change and
Can you share some
examples of how you use data at the school or district level to better serve
students experiencing homelessness?
When I learn of students experiencing homelessness, usually through our school electronic system (Skyward indicator), my practice changes some to accommodate those students. I check on them with office visits if needed, and I work to ensure that both their basic needs and medical needs are being met. Also, if there is an extended absence, I try to follow up with these students to be sure they have resources to address the circumstances of the absences. I also work with other support people in that student’s life who can bring in medications, medication authorizations, or referral follow-ups.
What are some barriers
you experience in serving students experiencing homelessness?
communication with families or students is a huge barrier in serving students
experiencing homelessness. Because they are highly mobile, they are difficult
to reach by phone—I often leave voicemails without return calls. Also, follow-ups
are difficult for medical care when they tend to be inconsistent in receiving
proper care or treatment follow-up (i.e. keeping medical appointments).
Sometimes these gaps are due to transportation–but, most of the time, they
just didn’t go to the appointment because other things were a priority that
What is one of your greatest accomplishments as a school nurse in supporting a student experiencing homelessness?
It is so rewarding to see a student who is really struggling to get to school, experiencing academic failure, and enduring mental or physical health issues learn to advocate for themselves thanks to our support and the support of the wraparound community. I have a former junior high Nurse Case Management student who became homeless during her 7th-grade year due to physical and sexual abuse that was happening in the home. She really struggled. It took a few years of misdiagnoses for the truth to surface due to the nature of the trauma she experienced. Once it was brought to light, she then was able to get the support she needed, a place to stay, and the proper counseling and medication so she could heal and move on from the abuse. With much support from various people in school and outside agencies, she graduated this year, on time! Yes, she had to do some summer school work and will need to go to Gravity, (“GED + Re-engagement Alternative Vocational Training for Youth”) for credit retrieval for two credits, but she walked with her class at graduation!
Daniel Shephard is the President of the Implementation Science and Communication Strategies Group and a former member of the Office of Evaluation Sciences and the Obama administration’s White House Social and Behavioral Sciences Team. Here, he writes about the intent behind and execution of a behaviorally-informed email communications project developed by the Office of Evaluation Sciences. Part II of this series will describe New York State’s experience implementing the project. Daniel notes: “Although I was involved in the design and implementation of the study, the views expressed herein are my own personal views based on the publicly available information regarding the study. Additional details regarding the study can be found here.”
Why might behavioral insights matter for the Education for Homeless Children and Youth program?
The past decades have seen an increase in the number of children affected by poverty and an increase in the number of children in schools who are experiencing homelessness. Nationwide, there are over one million children in school each year who are provided with support through the McKinney-Vento Act and the Education for Homeless Children and Youth program.
Despite this, there are children who qualify for support but have not been identified as “homeless” due to social and behavioral barriers, such as stigma and complex identification criteria. In addition, the homeless liaisons who are charged with identifying students experiencing homelessness in each Local Education Agency (LEA) often have competing work responsibilities. As a result, homeless liaisons may experience challenges regarding keeping up-to-date on program criteria and translating their intentions into actions when faced with other time pressures. Behavioral insights have the potential to help.
“Behavioral insights” cover an array of research findings about the barriers to and drivers of human decision-making and action. These findings come from various research fields including psychology, behavioral economics, sociology, and other social and behavioral sciences. Behavorial insights can shed light on many practices that involve how and why people take action—including the barriers that prevent children and youth experiencing homelessness from being identified for the important educational protections of the McKinney-Vento Act.
To address some of these barriers, State Education Agencies (SEAs) can learn from a recent study conducted jointly by the Office of Evaluation Sciences (OES) of the General Services Administration (GSA), the U.S. Department of Education’s Office of Safe and Healthy Students, and three State Education Agencies (SEAs) along with their state partners (including NYS-TEACHS). The study designed and evaluated a behaviorally-informed email communication pilot in order to support homeless liaisons in identifying and supporting homeless students. The study was designed and implemented in collaboration with the SEAs of New Jersey, New Mexico, and New York.
What did the project do?
study sent out emails every other week on Tuesday mornings during the spring of
2017 with embedded behavioral insights designed to address a number of the
potential barriers outlined above.
overcome barriers due to the perceived complexity of identifying homeless
students, the emails contained simplified explanations of the rules around
identification and provided a model questionnaire for identification.
Stigma: To reduce
stigma, the model questionnaires currently available were edited to reduce
potentially stigmatizing language or confusion around terms related to
regular and concise emails throughout the spring semester sought to keep
attention on the importance of the EHCY program while also providing useful
information in a digestible form.
Gaps: To overcome gaps to behavioral follow-through, each email contained
simple action items with defined time periods for follow-through.
encourage homeless liaisons—who often feel isolated—emails reminded them that
they are not alone and encouraged them to reach out to other allies in the LEA.
In addition, messages used motivation techniques such as framing actions in
terms of the lost opportunity of inaction (“loss frames”) and increasing the
urgency of action (“time scarcity”).
addition, emails were sent to LEA superintendents to provide simplified
information about EHCY and McKinney-Vento and to encourage them to support
pilot was evaluated using a stratified randomized controlled trial design in
which LEAs were randomly assigned to either receive the pilot communication
materials or to continue to receive the regular communications that were in
place. In total, over 1,700 LEAs were included in the study.
What was the impact of the project?
The study found that making these low-cost adjustments to email communications with homeless liaisons could increase the identification of students experiencing homelessness.
Across the three states, the behaviorally-informed email communications resulted in identifying over 3,000 additional students experiencing homelessness. Those students are now receiving the additional support they are entitled to in order to help them succeed.
The impact of the emails appeared to differ by state and type of LEA, but more research is needed to understand these differences with certainty.
What was learned from the project?
study shows the importance of tailoring and testing different modes and styles
of communication for supporting homeless liaisons in their identification of
homeless students. The inclusion of behavioral insights through regular,
concise, action-oriented emails sent to homeless liaisons can improve the
identification of students experiencing homelessness and connect them with the
services to which they are entitled.
do not know if the reason for this impact was because of increased attention
via regular emails, increased simplicity that decreased information overload,
simplified calls to action, or heightened motivation. However, the study shows
that more research and testing is warranted given the encouraging results of
this first study.
study also shows that it is important for LEAs to work to identify homeless
students in the spring semester—not only at the beginning of the school year.
Finally, this study shows the importance of thinking through how behavioral insights can also be used to support the various levels of staff (including “front-line” staff) who are charged with implementing important social programs including and beyond EHCY and the McKinney-Vento Act.
What are some implications moving forward?
and LEAs should look into adjusting and testing their systems of communication
with homeless liaisons. Wherever possible, they should partner with researchers
in order to better understand how these results are being achieved.
A first step for moving forward is for SEAs to set up personalized email distribution systems for communicating with homeless liaisons. Such systems could be as simple as the use of the mail-merge functions (to make emails address liaisons personally) or as complex as implementing tailored communication distribution systems (for example, purchasing software that enables custom-designed email distribution that connects to the user’s existing data, collects new data, and incorporates A-B testing that helps to determine which of two variations of a given communication performs better for a stated goal). Such systems would enable states to more easily test modifications and to implement good practices (such as personalization). Ideally, such systems should include the ability to track email open-rates and link click-rates to enable a better understanding of how recipients are interacting with distributed content.
These results show how applying behavioral insights to the EHCY program can help identify homeless students. This identification is a key step in connecting these vulnerable students to supports related to school registration, transportation, extra-curricular participation, and remedial support, as well as opening up simplified eligibility for other educational, vocational, and social support programs.
This piece by Homeless Education Program Coordinator Catherine Knowles is the second in a series of blog posts that, in five questions, captures some of the most pressing challenges, inspiring triumphs, and innovative strategies experienced and implemented by practitioners supporting students experiencing homelessness around the country.
Catherine Knowles is the Homeless Education Program Coordinator with Metro Nashville Public Schools, which serves the city of Nashville, Tennessee and Davidson County. More than 82,000 students are currently enrolled in the district’s 73 elementary schools, 33 middle schools, 25 high schools, 18 charter schools, and eight specialty schools. Over 3,400 of those students have been identified as experiencing homelessness. Catherine has served in this role for 22 years, and also participates in many community working groups related to homeless issues. She is a member of both the local Housing and Urban Development Continuum of Care Planning Council and Nashville’s Youth Homelessness Demonstration Project Steering Committee. Says Catherine, “I love that no day is ever the same.”
What is one of the
most helpful strategies you have learned in a homelessness-related
I’ve been through lots of trainings, but I’d say the most helpful tip I have picked up along the way is the importance of offering professional development (PD) to school and community partners often, and in both large and small doses. For years, I employed a traditional PD model and held annual one-and-a-half-hour training sessions for my school building contacts, as well as school social workers and counselors. Although this approach fulfilled the compliance portion of training school staff, it rarely had the real impact I was looking for–which was to create understanding, compassion, empathy and “buy-in” in the importance of my work. As a homeless liaison, I need school staff and community partners to fulfill their required responsibilities to serve students experiencing homelessness–but in order for our district to fully meet the needs of our students and families, I also need these partners to want to be part of the solution, or to at least acknowledge the valuable role they can play in connecting families to services.
Accordingly, we have created a variety of professional
development offerings ranging from a ten-minute McKinney-Vento 101 prerecorded
PowerPoint to a 90-minute, in-person training more heavily focused on the
social and emotional aspects of homelessness. Because our target audiences are
so varied and school staff is so pressed for time, we also send out targeted
emails with brief handouts and two-minute video clips, and we take advantage of
every opportunity to speak casually with the building staff with whom we need to
connect to better serve our students. We realize that a one-size-fits-all
approach doesn’t work, and we can have a significant impact through our
informal interactions with staff and the community.
What is your most successful
This seems a lot like asking a parent which child is the
favorite…We have more than 25 community partners that support our work and our
families in a variety of ways and we could not do the work we do without any
one of them. Each partnership fulfills a vital need for the families that we
serve and I consider all of them to be successful–but as I think about the
newest partnerships and our most recent successes, I tend to highlight our
partnership with Purposity because it is a great example of community members responding
directly to the needs of their neighbors. We launched with Purposity in
January 2018. At the time, Purposity was a text messaging service (now it is an
app) that allowed individuals to sign up for a weekly text listing the needs of
students and families experiencing homelessness. The response was OVERWHELMING!
We quickly jumped from 250 to 500 community users, and we reached 1,000 users
within the first year. This partnership enables us to assist families with
brand new household items or bedding once they get housing of their own, or
personal items that might otherwise take weeks to locate. For me, the
partnership is such a great success story because it is about neighbors helping
neighbors in need, as opposed to grant funds filling those gaps. The power of
Purposity is the ability to connect generous donors with the real and immediate
needs of others in our community.
One Purposity request that really generated a huge response from
the community was a posting of needs for a high school senior who was
experiencing homelessness and camping outdoors with his uncle in February. They
had been in a local hotel for several years, but had to leave there when the
uncle’s health declined and limited his ability to work. They could not go to
any of the family shelters because the student was over 18, and neither the
student nor the uncle felt comfortable at the adult shelter–so they camped and
retreated to a relative’s home when weather was severe. Through our generous
Purposity donors, they received sleeping bags, a cooler, campfire cookware,
boots, jeans, coats, and other supplies needed for camping out in the elements.
Can you give us some examples of how
you use data at the school district level to better serve students experiencing
After 21 years of begging for more staff, I used data as a
justification to add an additional full-time employee to our team this year! At
the end of the 2017-2018 school year, we took a hard look at our data. Our rate
of chronic absenteeism among students experiencing homeless was continuing to
climb, and was more than double the rate for our housed students. Transportation
is the most commonly cited barrier to regular attendance. With this
information, I made a case for the need to hire one staff person to oversee
transportation arrangements for our McKinney-Vento students, since we provide
transportation to nearly 30% of our McKinney-Vento students to keep them stable
in their “school of origin” (the school they attended when they were
permanently housed, or the school in which they were last enrolled). We were
thrilled to see a 7.2% decrease in chronic absenteeism among our McKinney-Vento
students at the end of this year, and the district has committed to funding a
part-time position in the Transportation Department so that we can work
together to continue reducing absences related to transportation.
What do you consider your biggest barrier
to helping homeless students?
From my perspective from the portable building that serves as my
office at the Board of Education in the “It” city of Nashville, the biggest
barrier to serving students and families experiencing homelessness is the
current lack of affordable housing options in our community—and, relatedly, the
difference between the HUD and McKinnney-Vento definitions of homelessness. For
many years, I had a laser-like focus to my work and looked only at the
educational component of the struggle my families faced, but I ultimately
realized that I was not serving my students and their families well with such a
narrow focus. Access to a free and appropriate education–along with
school stability and services to promote school success–will always be the
primary focus on my work, but I also recognize the importance of the
educational system working alongside all the other systems of care that impact
our students and families.
As a native Nashvillian, many parts of the city are unrecognizable
to me—long gone are the affordable rentals and modest family homes that
provided stable places to raise children. They have been torn down and
replaced by tall skinnies with roof-top patios and often serve as weekend
rentals to bachelorette parties or country music fans. I am not opposed to
growth and prosperity, but I do think that in Nashville, it has come with a
cost. To me, the cost seems to be hitting our most vulnerable families the
hardest as they are pushed out of our community because they can no longer
afford to live in the place they once called home.
year, about 80% of the students I serve are doubled-up–and therefore not
eligible for HUD homeless services. As our community works to fully implement
our Coordinated Entry System (CES), the gap between these definitions is
problematic and confusing to families.
The strict HUD definition used by CES leaves the majority of my families
outside of that system, and they become frustrated by that. It is hard for
families facing a housing crisis to be told that they are not the “right kind
of homeless” and cannot receive assistance from a program promoted as the entry
point for homeless services.
I believe education leads to opportunity, and that opportunity is
the best path out of poverty and homelessness. I speak that message to school
staff, to the community, and to my students and families. It is this belief
that guides my work and has kept me in the field for more than twenty years—it
is also this belief that takes a hit and shakes a bit every time I talk with
another family that has to seek education and opportunity someplace else because
their community no longer has a place for them.
What is one of your greatest
accomplishments as a McKinney-Vento liaison?
Without a doubt, the greatest sense of accomplishment I have felt comes from the state policy work I have participated in over the past two years. With the guidance and expertise of Patricia Julianelle, SchoolHouse Connection’s Director of Programs Advancement and Legal Affairs, we convened a community work group in November 2017 and had two successful pieces of legislation in the past two years. In 2018, the bill that passed allowed homeless unaccompanied youth to obtain birth certificates and state IDs without parental signatures. The bill that passed this spring requires all postsecondary institutions in the state to designate a specific point of contact for students experiencing homelessness. This state policy work will have an immediate and long-lasting effect on students experiencing homelessness throughout the state and it serves as a prime example of the tremendous impact homeless liaisons can have if we dare to work beyond the school walls.
This piece by Homeless Education Liaison Sue Lenahan is the first in a series of blog posts that, in five questions, captures some of the most pressing challenges, inspiring triumphs, and innovative strategies experienced and implemented by practitioners supporting students experiencing homelessness around the country.
Sue Lenahan is both a middle school counselor and a homeless education local school district liaison from Big Rapids Public Schools in central Michigan. She has served as a homeless liaison for approximately nine years, previously serving in Evart Public Schools, and currently shares her homeless liaison duties with high school counselor Julie Aldrich. Currently, there are 2,021 students enrolled in Big Rapids Public Schools. They attend one comprehensive high school, one alternative education virtual high school, one middle school, and two elementary schools. Within the school district, there are approximately 70 students who have been identified as homeless under the McKinney-Vento Homeless Assistance Act.
How do you identify students
experiencing homelessness who are chronically absent?
is a part of me that wishes I could say that I regularly scan through
attendance data and identify all of the students who are having absenteeism as
a chronic problem, but what actually happens to identify chronically absent
homeless students in our district is a little more complex than that. Several
factors come into play in our support of all students, but it is the strong
relationships between staff that are created and maintained that make things
work. As a homeless liaison, it is imperative that I maintain close, supportive
relationships not only with the students and their families, but also with the
teachers, the office staff, the paraprofessionals, the school nurse, and the
food service department. I may learn about a student’s attendance problems
while reviewing data, but more than likely one of the teachers will contact me
voicing their concern–or the attendance clerk will let me know of a student’s
attendance so that I can make additional contact with the family. Or our food
service department might reach out to me and let me know that a particular
homeless student hasn’t eaten lunch for a number of days. It is definitely team
work that makes all of this happen, but if I didn’t consciously nurture the
relationships I have with the other members of this complex team, the support
we offer the students would be much harder to accomplish.
In your experience, what are some of the most
common causes of chronic absence for students experiencing homelessness?
Many homeless students
are enmeshed in generational poverty. They don’t always know or have role
models who have modeled what some researchers refer to as the “hidden rules of
the middle class.” It’s easy for them to
feel overwhelmed by something that may be no big deal for another student who
has a solid living situation with working parents. For example, they may not
have an alarm clock to wake them in the morning–or they often set an alarm and
forget to turn it on. Sometimes the children are the only ones who have to get
up and out of the house in the morning, and therefore may have to get ready for
school on their own. Growing up in these circumstances can be daunting–leading
to chronic absenteeism. Another common cause of chronic absence is a lack of
transportation. If the student misses the school bus and the parent doesn’t
have a working vehicle, the student just doesn’t come to school. A lack of
transportation also keeps the parents from getting the kids to the clinic if
they are sick, and then the kids miss more school due to being sick. It’s a
What strategies do you use to enable
consistent attendance? Do you leverage data in any way?
is a tough one, but again I’m going to fall back on the need for positive
relationships. If the student knows me, or has a strong relationship with a
teacher, that relationship can work wonders. I will often reach out to parents
via their cell phone – everyone has one! My approach is always one of concern
and empathy. I do not call to penalize. I call to help. Life really is tough
and it really is hard to fight the tough fight if you feel the deck is stacked
against you. If the student is at home, I will conference with them over the
phone, attempting to find out what the issues are, and how we can work through
them. Once the student is back at school, I stay in close touch with him/her as
well as with the teachers or other team members. I keep healthy snacks in my
office. Kids are always hungry! A kind word and a handful of trail mix can work
do use data when I work with the students–but I use it as a dialogue and
goal-setting tool. We can cross-reference attendance data with grades in
classes and see a direct correlation. ALL students want to get good grades — no
matter if they act like it or not. We use the data to set goals and refer to
data again when we reflect on goal-attainment. I’ve held “lunch bunch” groups
that include homeless students with chronic absenteeism–they love that. Students
love to have an invitation to a special place to have their lunch and share a
little dialogue in a welcoming area that is much less chaotic than a school
cafeteria. Having lunch with the counselor and a small group of students
(between three to five) opens the door to talk about school, relationships, and
future goals; to talk about who they are and what’s important to them. It gives
them a reason to come to school. Again: relationships are essential.
Does your district implement any
attendance programs or policies that support the attendance of students
day one, as federal law requires, we get the kids in school. We don’t wait for
all of the paperwork–we get them in school. We have centralized enrollment in
our district and the folks at the district office who enroll the students let
me know right away if the student comes from a transitional living situation
that may qualify as homeless.
our attendance clerk will always check with me if she knows of a homeless
family that is about to be referred to our truancy officer, and will defer to
my judgement as to whether or not a referral to truancy is the appropriate next
step. This happened just last week, actually. I was able to have a lengthy
conversation with the mother over the phone. Her kids had been ill, she was
ill, and they were dealing with head lice on top of it. I was able to talk with
her long enough to gain her trust by simply listening with empathy–while also
being honest with her about the possibility of truancy repercussions. The kids
were in school the next day, and the mother and children were able to meet with
our school nurse and gain some assistance for the lice issues, as well as
advice on visiting the clinic.
Recognizing that there’s no silver
bullet, what is your “top tip” for supporting the attendance of students
may have already guessed what my top tip might be: supportive relationships! This
is simply essential. Get to know the kids and their families. Get to know the
teachers, office staff, all of the other folks who make this educational merry-go-round
continue to function. Have compassion and work from a place of empathy. Seek
first to understand! Follow the Golden Rule!
Be nice! Operate under the umbrella of Dignity and Respect.
The person designated as a homeless liaison in a school district usually has that duty added on to an already full-time job. Supporting all homeless students and families is not something that can be accomplished in isolation. Everyone matters.