Children and Families Who Are Homeless - Research Paper Example

Children and Families Who Are Homeless Introduction Homelessness is an issue in the society. It is well recognized that lacking shelter has adverse effects on the well-being and health of persons. The lives’ of young youths are put on hold for being homeless and achieving their goals proves to be a hard task. In today’s schools, the number of homeless students is on the rise. Homelessness is mainly a financial problem affected by a number of political and social factors. Every year, approximately more than one million children are left homeless. Economic factors like the lack of cheap housing, low income and lack of inexpensive medical care in the United States are contributing factors. Political factors like the cuts in state support for social services and housing programs have caused the rise in numbers of the homeless individuals. Homelessness is also brought about by catastrophic incidences like family disputes, divorce, and domestic violence, among others (Sparks, 2013). Other complications like physical disabilities, untreated mental illness, depression and post-traumatic disorders can also lead to homelessness. Recognizing these factors can aid to finish the problem of homelessness in America and the World. Like any other individuals in a population, homeless students have specific needs once it comes to matters concerning emotional and academic assistance. These students are likely to lack social skills and basic needs which could have effects on their performance at school, often making them have low levels of achievement in education. Additionally, reports indicate that the homeless students are at higher risks of getting sick than other students, behavioral and emotional problems are also high among homeless students. Sexual and physical abuse is also high among them (Draine, Salzer, Culhane, & Hadley, 2002). Task 1 The first and foremost problems that homeless students face is the lack of enough sleep or fear of sleeping, dependent on the current place of residence. Mostly, the homeless students live in slums, and the rate of insecurity is high, so the fear of them being attacked deprives them of sleep, however, girls are at higher risk of being raped. Another factor is the lack of adequate food to eat; this is caused by the poverty levels among the students and getting three meals in a day is hard for them. Thus, they come to school hungry, and it is difficult for them to concentrate in class. Poor health among homeless student is higher, with issues such as ear and upper respiratory infections, common cold symptoms, and skin diseases. These illnesses are caused by the poor living conditions of the homeless students and access to clean water. Also, whenever the homeless students get sick, they were not able to access the health care services because of the proximity and the expensive nature of the services (Reed-Victor & Stronge, 2002). Homelessness can lead to students to feel disconnected and isolated from school, and they tend to be shy and quiet. This is caused when the homeless person tries to reflect that he or she will never have shelter to live under forever. These leads to psychological issues like low self-esteem, increase in substance abuse, increased chances of involving themselves in crimes, behavioral problems, loss of will and ability to care for himself or herself and increased danger of violence and abuse, among others. In addition, school attendance is low among the homeless children, this is brought about by frequent moving from one household to another, resulting in students to have to select between options of commuting for long hours or transferring schools. Therefore, it is the responsibility of advocates, educators and the community at large to make sure that these students get the necessary help in school. This can be through the provision of basic needs and other social skills to enable them lead normal lives minus the fear of being discriminated. Task 2 Interventions may include funding facilities in school so as to provide the basic needs of homeless students, this may include breakfast and lunch provision. Secondly, the school can provide clean clothing’s to the homeless students or having a laundry where their clothes can be washed. Also, hairbrushes, toothbrushes, and showers can also be made available. Provision of nap rooms where students who did not get enough sleep during the night can sleep during the day is also helpful. For another thing, the teachers should provide some arrangement in the classroom. Time and again, schools are places where students are provided with a sense of reliability in their stressful lives. So, the teacher must make sure that homeless students have their materials and workplace. Instead of being annoyed that their writing desks are disorganized, show them how to organize their stuffs more constructively. Moreover, a teacher must also be capable of link the gap between schools if a homeless student moves. This is done by locating the school the student has moved to and initiate communication with the new teacher and the staff at the school. This will enable the transfer of background information and records, letting the child have a smooth switch and continue getting the finest education possible. Maintaining communication will show a special affiliation to the child, adding strength to their lives. Another aspect is the implementation of a mentor program. Occasionally, the homeless students do lack an affirmative role model in relation to a value for academic achievement and education. The mentors will deliver such a role model, along with access to education for students. Additionally, mentor might also teach the students on social skills, problem-solving skills, and basic skills. Keeping in touch with the parents of the homeless students as much as possible is important. It gives the school staff and teachers an idea of what goes on with the students when they are not in school. It can also make the parents and children feel attached to the school, and this can improve the attendance of the students, and higher academic levels can be attained (Powers-Costello & Swick, 2011). Lastly, interaction with the district liaison is a good way of to get communal resources like shelter, food, clothing, mental and dental care. The liaison will be in relation to working with the homeless students and their families, and might help the educators to be connected with the law implementation persons or the local shelters. Advocates and teachers might also work in conjunction with the liaison to enhance more operational transportation services, so that the homeless students do not have to change schools whenever they move because of distance. Inappropriately, these issues of homelessness will continue to be on the rise if the society at large, will not brand it a nationwide main concern and deal with them in a systemic way. Task 3 So as to enable the homeless get access to health, education and basic needs, numerous organizations have founded by people with an interest in helping the homeless. For example, McKinney Education of Homeless Children and Youth program was founded in 1987. This program gives formula scholarships to national educational organizations, to make sure that all the homeless youths and children have equivalent access to the same appropriate and free education, as well as preschool education delivered to other youths and children. Local and national educational centers receive McKinney Act funds to revise and review policies, regulations, practices or laws that may act as obstacles to the attendance, enrollment and educational achievement of homeless youths and children. Evaluations of this program showed an increase in number of homeless youths and children access to education, their enrollment in education centers was also on the rise. Another organization, Stand Up for Kids was on a mission of helping the homeless and street kids. This is done by a group of their volunteers who go to the streets to help, stabilize and find the homeless, they try to improve their lives of the homeless kids by counselling them, and trying to transform their lives through enrolling them in organizations that provide help for the less fortunate. By this, the children get access to educational organizations and are provided for basic needs (Losinski, Katsiyannis, & Ryan, 2013). Majority of the homeless students do have ambitions of pursuing their educations levels higher and are worried about the barriers to attendance and enrollment to the institutions. However, The National Association for the Education of Homeless Children and Youth (NAEHCY), offers a well comprehension of unaccompanied homeless students and the learning and other barriers they are faced with. Also, an overview of the national education law that offers unaccompanied homeless students access to significant educational backings. Lastly, illustrations of encouraging practices executed by universities, colleges and high schools to support the unaccompanied homeless students in succeeding in college. It offers forms that are to be completed by financial aid administrators of different colleges and universities that are assessing a student suitability for independent student status (Focus & (NAEHCY), 2010) . Also, the association gives a directive to direct the financial aid administrators (FAA), in determining whether a student looking for independent student status as a singlehanded homeless student hails from to the consideration of the FAA when a determination by a local cooperation or shelter is not presented. This helped in the creation of student determinations for the homeless students. Lastly, the New York state technical and educational assistance center for homeless students, is an organization that also helps the homeless students. This organization offers technical assistance to social service providers, families, shelters, school districts and youths under the McKinney-Vento Homeless Assistance Act. The services of this Act include a free helpline for asking questions on school-related programs. Secondly, webinars, on-site training and annual McKinney-Vento Workshops on the learning of homeless students. Lastly, brochures and free posters written in numerous languages with information on the rights of the homeless students. This programs helped to create awareness of the importance of education and also helped to educate the homeless students, thus, enabling them to become important people in the society (Jozefowicz-Simbeni & Israel, 2006). Task 4 The biggest effect of homelessness is the interruption of the community life itself. Once a big number of individuals survive the everyday lives of shame, fear, and isolation that comes with homelessness, the very basics of our societies are tested. Homeless students affect the society in various ways. Firstly, it affects the moral dimension. Homeless students affect society morally since individual living in substandard conditions share the same space with homeless students, and this affects their mental health, spirit, and physical health. Some justify that individuals choose to be homeless without recognizing the problems that may have contributed to their present crisis. Secondly, we have social cohesion. Evidence shows that societies, where large injustices exist in the distribution of resources and income, is harmful to all members. These large injustices cause a breakdown in social cohesion bring about uncertainty and increased fear among everyone. Society that share opportunities and wealth can be termed as the healthy ones. Thirdly, there is social inclusion. The increasing number of homeless students creates partitions within the society. For instance, if a family’s cause of homelessness is based on fire, floods or other sudden tragedies, the society tends to rally around quickly to help, but when the causes are based on tragedies that are less immediate, the victims suffer from isolation, stigma, and shame (Larson & Meehan, 2011). Lastly, we have social harmony. When a large number of individuals do not have access to their private space, conflict arises over the use of community and public spaces. These conflicts can cause problems related to negative views about the marginalized, poor and vulnerable members of the society. These problems are caused by homelessness among children, adults and also students. If the homeless students are left without education, they may fall back on crime as a way of sustaining themselves. Because, homelessness puts individuals at exploitation hazards, especially if they were homeless at a younger age. Additionally, drug and substance abuse among the homeless would be higher since a lot of time is wasted doing nothing. Drug abuse is viewed as one of their ways of dealing with depression emerging from the isolation with the community. The lack of Education among the homeless will lead to a high number of them being exposed to hunger, abuse, denial of basic needs and sexual trafficking. References Draine, J., Salzer, M. S., Culhane, D. P., & Hadley, T. R. (2002). Role of social disadvantage in crime, joblessness, and homelessness among persons with serious mental illness. Psychiatric Services (Washington, D.C.), 53, 565–573. Focus, F., & (NAEHCY), N. A. for the E. of H. C. and Y. (2010). A Critical Moment: Child & Youth Homelessness in Our Nation’s Schools. National Association for the Education of Homeless Children and Youth. Retrieved from http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED540731&site=ehost-live&scope=site\nhttp://www.naehcy.org/sites/default/files/images/dl/critical_mom.pdf Jozefowicz-Simbeni, D. M. H., & Israel, N. (2006). Services to Homeless Students and Families: The McKinney-Vento Act and Its Implications for School Social Work Practice. Children & Schools, 28, 37–44. Larson, A. M., & Meehan, D. M. (2011). Homeless and highly mobile students: A population-level description of the status of homeless students from three school districts. Journal of Children and Poverty. Losinski, M., Katsiyannis, A., & Ryan, J. B. (2013). The McKinney–Vento Education for Homeless Children and Youth Program: Implications for Special Educators. Intervention in School & Clinic, 49, 92–98. Powers-Costello, B., & Swick, K. J. (2011). Transforming Teacher Constructs of Children and Families Who Are Homeless. Early Childhood Education Journal, 39, 207–212. Reed-Victor, E., & Stronge, J. H. (2002). Homeless students and resilience: Staff perspectives on individual and environmental factors. Journal of Children and Poverty. Sparks, S. D. (2013). Homeless Student Population Still Rising. Education Week, 33, 1–15. Retrieved from http://offcampus.lib.washington.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=91908473&site=ehost-live Read More