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 b