From Shelter to School: The Overlooked Link Between Housing and Learning

Learning will take a back seat when survival comes first. Instability impacts not just attendance, but a child's sense of safety and belonging. For students in temporary housing, every day can be a logistical challenge. The lack of a permanent address can disrupt transportation arrangements, hinder timely enrollment, and complicate access to school meals, counseling, and academic support services. According to the New York State Technical and Education Assistance Center for Homeless Students, over 100,000 students in New York City public schools experienced homelessness during the 2022-2023 school year, which represents nearly one in ten students citywide¹. These students often face chronic absenteeism, lower graduation rates, and limited access to after-school programs.

For educators and administrators, the first step toward supporting these students is identifying them. The McKinney-Vento Homeless Assistance Act requires schools to designate a liaison to ensure that children and youth experiencing homelessness are identified and receive appropriate support². However, many families are hesitant to disclose their housing status due to stigma or fear of child welfare involvement. Municipal practitioners must invest in staff training to recognize signs of housing instability and establish partnerships with community-based organizations that can provide wraparound services. A coordinated approach between schools, housing agencies, and social services is essential to create a reliable safety net that allows children to focus on their education.

Language Access and Cultural Responsiveness

For immigrant and migrant students, language barriers compound the challenges of displacement. English as a New Language (ENL) programs are essential, but they often lack the resources to meet the diverse needs of newcomers, especially those arriving mid-year or with interrupted formal education. According to the NYC Department of Education, more than 160 languages are spoken by public school students, with Spanish, Chinese, and Bengali being among the most common³. Yet, many schools struggle to recruit bilingual staff or provide translated materials for families, limiting parents’ ability to participate in their children's education.

Local governments should prioritize language access policies that go beyond basic translation. This includes hiring interpreters, investing in culturally competent staff training, and using community liaisons who can build trust with families. Consistent communication in a family's preferred language can facilitate enrollment, attendance, and parent-teacher engagement. Additionally, schools should consider the socio-emotional needs of immigrant youth, many of whom have experienced trauma, separation from family, or immigration-related stress. Trauma-informed care models, when integrated into school practices, can help educators support students more effectively and reduce disciplinary disparities⁴.

Policy and Programmatic Approaches to Support Equity

Addressing the needs of underserved student populations requires intentional policy design backed by adequate funding. The Fair Student Funding formula in New York City, which allocates resources based on student need, is a step in the right direction but has not always been equitably implemented. Schools with higher concentrations of students in temporary housing or multilingual learners frequently report insufficient support staff, outdated facilities, and lack of access to enrichment programs⁵. For municipal leaders and public administrators, this presents an opportunity to advocate for targeted investments that align with equity goals.

Programs such as community schools have shown promise in addressing these gaps. A community school model integrates academics with health and social services, youth development, and community engagement. In New York City, community schools have demonstrated improved attendance and academic outcomes for high-need populations⁶. Municipal agencies can support this framework by aligning funding streams, co-locating services within school buildings, and streamlining referral processes for families. Long-term success depends on sustained interagency collaboration and data-sharing agreements that protect student privacy while enabling effective case management.

Engaging Families and Building Trust

Underserved families are often left out of decision-making processes that affect their children's education. This disconnect can result in policies that fail to capture the lived realities of those most impacted. For instance, rigid attendance policies may penalize students who are frequently moving or lack reliable transportation, without addressing the root causes of their absences. Municipal leaders can improve equity by creating space for parent voices through advisory councils, participatory budgeting, and inclusive town halls. These forums must be linguistically and culturally accessible to be meaningful.

Building trust requires more than outreach - it requires consistent follow-through and accountability. When families see tangible results from their input, such as improved bus routes, school meal options that reflect cultural preferences, or newly hired bilingual staff, they are more likely to engage and advocate. Schools and local governments should also partner with trusted community organizations that already have strong relationships with immigrant and low-income families. These organizations can act as bridges, helping families navigate complex systems and access the support they need.

Strengthening Interagency Collaboration

Many of the challenges faced by underserved students and families lie at the intersection of housing, immigration, health, and education. No single department can address these issues in isolation. Effective service delivery requires a coordinated government response that breaks down silos and allows for real-time data sharing, shared performance metrics, and joint accountability structures. For example, the NYC Unity Project has brought together over 20 city agencies to serve LGBTQ youth, demonstrating the potential of cross-sector collaboration⁷.

To replicate this model, municipal governments should establish interagency task forces focused on supporting vulnerable populations. These task forces should meet regularly, include frontline staff, and be empowered to propose policy changes based on field insights. They must also be backed by executive leadership to ensure that recommendations are implemented. Funding mechanisms, such as pooled grants or interagency agreements, can help sustain these efforts and reduce duplication. Ultimately, collaboration is not just about coordination - it is about designing systems that are responsive to the complexities of people's lives.

Bibliography

1. New York State Technical and Education Assistance Center for Homeless Students. "Data on Student Homelessness in New York City." Accessed February 5, 2024. https://nysteachs.org.

2. U.S. Department of Education. "Education for Homeless Children and Youths Program Non-Regulatory Guidance." March 2017. https://www2.ed.gov/programs/homeless/guidance.pdf.

3. New York City Department of Education. "English Language Learners Demographics Report 2022-2023." Accessed February 5, 2024. https://www.schools.nyc.gov.

4. Substance Abuse and Mental Health Services Administration. "Trauma-Informed Care in Behavioral Health Services." Treatment Improvement Protocol (TIP) Series 57. 2014. https://store.samhsa.gov.

5. New York City Independent Budget Office. "Assessing the Fair Student Funding Formula: How Well Does It Meet the Needs of Students?" April 2023. https://ibo.nyc.ny.us.

6. Parthenon-EY. "New York City Community Schools Evaluation." Prepared for the NYC Department of Education, 2018. https://www1.nyc.gov/assets/opportunity/pdf/NYC-CS-Report_FINAL.pdf.

7. NYC Mayor's Office. "Unity Project Annual Report 2023." Accessed February 5, 2024. https://www.nyc.gov/assets/unityproject/downloads/pdf/unity-annual-report-2023.pdf.