Young Homeless Children and Families:

Strategies for Increasing Access to Services and Supports

Young Homeless Children and Families:

Strategies for Increasing Access to Services and Supports

National Association for the Education of Homeless National Association for the Education of Homeless Children and YouthChildren and Youth

23rd Annual Conference | Pittsburgh, Pennsylvania23rd Annual Conference | Pittsburgh, PennsylvaniaNovember 5, 2011 November 5, 2011

Young Homeless Children:Young Homeless Children: Numbers and Trends Numbers and Trends

• In 2008-2009, 52% of all children in HUD homeless shelters were under the age of 6

• The number of homeless children served by Head Start nationally increased by 44% between 2007 and 2009

• The national average is 5%.

The Reality of Family HomelessnessThe Reality of Family Homelessness

• Lack of structure, routine, stability • Trauma • Loss• Lack of access to food• Lack of health care• Inappropriate living conditions (no play space,

overcrowded, unhealthy, over-stimulation or under-stimulation)

• Stressed attachments to caregivers• Invisibility

Developmental Delays in Young Children

Gross/Fine Motor Skills

Sensory

Social-emotional

Language/Cognition

Overall Impacts of Homelessness on Young Children

• Health: homeless children are in fair to poor health twice as often as other children: ear infections, stomach problems, asthma, etc.

• Mental Health: many homeless children have mental health needs but are the population least likely to receive services.

• Development Delays: motor, sensory, language, social-emotional

• Domestic Violence: majority of homeless children have either witnessed or experienced domestic violence.

• Food Insecurity: Children without homes are twice as likely as other children to experience hunger

• School Readiness: Less likely to be enrolled in and regularly attend high quality preschool experiences

Special Behavior of Homeless Young Children

•Lack of Appropriate Boundaries

•Aggressive Behavior

•Extremely Withdrawn

•Independent/Mature Beyond Years

•Hoarding

Understanding How Homelessness Affects Child Well-being –

A Shelter Survey

• Children capable of verbalizing their feelings often express feelings of loss and longing for things familiar to them.

• Even though routine is especially important for young children, it is difficult to maintain routines in shelters.

• Despite the upset it caused, a few parents reported that being at the shelter was better for them since they felt protected from dangers previously encountered.

(CT, 2006)

Infants, Toddlers and Preschoolers Experiencing Homelessness

• Infants, toddlers and preschoolers who are homeless have more problems with health, development and learning than poor young children who are not homeless

• Low-income children who attend Head Start and other high-quality preschool programs are better prepared to enter school than their low-income peers who do not attend

Accessing Early Care and Learning Programs

• Few families with young children (only 3 of 20 in 2007 CT

Survey) were using some type of center-based early care and education

• The ‘Catch 22’ of the work requirement for child care subsidies was mentioned often as a problem

• Barriers to address: limited capacity, restrictive enrollment criteria, inaccurate information regarding eligibility, accessibility and fees

The Impact of Homelessness on Parents

• Stress

• Parenting in public; parental loss of authority

• Not conducive to family life

• Often only services for adults not children, especially young children

• Instability, uncertainty for planning ahead

Family Mental HealthMaternal Depression

• 85% of homeless mothers report a major episode of depression in past year

• Interferes with health and development beginning before birth

• Impacts parenting of young children

• Impairs critical early relationships

• Impairs health management (e.g. breastfeeding; neonatal care or managing chronic health conditions)

• Impact is greater when combine with other parental risk, such as substance abuse, domestic violence, trauma, etc.

The consequences of untreated parental mental health disorders can lead to school failure, and dropping out, substance abuse, violence and even suicide when the

young children become older.

What Do all Parents Need?

• Acceptance where they are

• Focus on family strengths– empowering language strategies

• A comprehensive approach to family needs– Identifying family goals, priorities and support– Accessing to resources specific for children

• Support for development of independence

• Creativity and flexibility

• Understanding and respect for values, beliefs and culture

Reflection 1

Take a moment to reflect on the impact of homelessness on young children and their families and the relevance of this information to your work. Jot down a phrase or two to record your thoughts.

How is Homelessness Defined?How is Homelessness Defined?• The Head Start Act includes a definition of The Head Start Act includes a definition of

homelessness that matches the definition of homelessness that matches the definition of homelessness in the education subtitle of the homelessness in the education subtitle of the McKinney-Vento Homeless Assistance Act, which McKinney-Vento Homeless Assistance Act, which governs public schoolsgoverns public schools

• Identical definition is in the Child Nutrition Act, the Identical definition is in the Child Nutrition Act, the Individuals with Disabilities Education Act, and the Individuals with Disabilities Education Act, and the Violence Against Women ActViolence Against Women Act

• Housing and Urban Development (HUD) homeless Housing and Urban Development (HUD) homeless programs use a more restrictive definitionprograms use a more restrictive definition

Definition of Homelessness

• Children who “lack a fixed, regular and adequate nighttime residence.”

• The law lists a number of specific living situations that are covered.

• Other situations also may be covered, if they are not fixed, regular and adequate.

Specific covered situations• Sharing the housing of others due to loss of

housing, economic hardship, or similar reason– Also called doubled-up or couch-surfing– 72% of homeless students identified in 2009-2010

• Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations– Motels: 5% of homeless students identified in 2009-2010

• Living in emergency or transitional shelters– 19% of homeless students identified in 2009-2010

• Awaiting foster care placement• Living in a public or private place not

designed for humans to live• Living in cars, parks, abandoned buildings,

substandard housing, bus or train stations, or similar settings

Specific covered situations (cont.)

Homeless Definition: Why So Broad?

- Shelters are often full; shelters may turn families away, Shelters are often full; shelters may turn families away, or put families on waiting listsor put families on waiting lists

- Shelters do not exist in many suburban and rural areasShelters do not exist in many suburban and rural areas- Eligibility conditions of shelters often exclude families Eligibility conditions of shelters often exclude families

with boys over the age of 12with boys over the age of 12- Shelters often have 30, 60, or 90 day time limitsShelters often have 30, 60, or 90 day time limits- Motels not available or too expensiveMotels not available or too expensive- Families may turn to friends or family after initial Families may turn to friends or family after initial

eviction, living in over-crowded, temporary, and eviction, living in over-crowded, temporary, and sometimes unsafe environmentssometimes unsafe environments

- Families may flee in crisis; unaware of alternativesFamilies may flee in crisis; unaware of alternatives

What do Fixed, Regular and Adequate mean?

• Fixed– Stationary, permanent, and not subject to change

• Regular– Used on a predictable, routine or consistent basis

• Adequate– Sufficient for meeting both the physical and

psychological needs typically met in home environments

From Law Into Practice• Determining eligibility is a case-by-case

determination made by examining the living arrangement of each individual student.

• Some instances will be clear-cut; others will require further inquiry and then a judgment call.

• It is helpful to have a system in place to guide the process of determining eligibility

Step 1: Get the Facts

• Incorporate a question on a standard enrollment form for all families; this will assist with identifying eligible students.– If the form indicates a possible homeless

situation, refer to appropriate staff for follow up.

• Discuss the living arrangement in a private place and with sensitivity.

Step 1: Get the Facts (cont.)

• Let parents know why you are asking about their living situation: not to invade their privacy, but to offer services.– Describe available help.

• Do not contact landlords, etc., to probe for more information regarding the family’s living arrangement.

Step 1: Get the Facts (cont.)

• Provide awareness activities for staff and community partners

• Avoid using the word “homeless”– Describe the living situation instead of

labeling it. For example, “Are you living there because you lost your housing? Is this a temporary situation?”

Step 2: Analyze the Facts

• Does the family’s living arrangement fit into one of the specific examples of homelessness in the law?– If so, the family is categorically eligible for Head Start,

certain others.– If not

• Does the student lack a fixed, regular and adequate nighttime residence?– If so, the student is categorically eligible for Head Start,

certain others.– .

Step 3: “Call for Back-up”

• State/Local McKinney-Vento Liaison• State Head Start State Collaboration

Office/Local Head Start Grantees

http://eclkc.ohs.acf.hhs.gov • National Center on Homeless Education

www.serve.org/nche/• NAEHCY

The 100 Most Frequently Asked Questions on the Educational Rights of Children and Youth

The McKinney-Vento ActThe McKinney-Vento Act’’ssEducation for Homeless Children and Education for Homeless Children and

Youth ProgramYouth Program

• Liaisons in every school district with Liaisons in every school district with responsibilities to identify homeless children, responsibilities to identify homeless children, assist with enrollment and participation, ensure assist with enrollment and participation, ensure families receive Head Startfamilies receive Head Start

• School StabilitySchool Stability• TransportationTransportation• Immediate EnrollmentImmediate Enrollment• Enrolled During DisputesEnrolled During Disputes• Comparable ServicesComparable Services

Head Start: A Perfect Match for Homeless Families

• Head Start provides comprehensive services that homeless children may not otherwise receive

• Head Start’s focus on the entire family means parents receive assistance in reaching their goals

• Community partnerships put Head Start in an excellent position to work with all agencies serving homeless families

Head Start Act Requirements Related to Homelessness

• Homeless children are categorically eligible for Homeless children are categorically eligible for Head StartHead Start

• Head Start programs are required to identify Head Start programs are required to identify and prioritize homeless children for enrollment;and prioritize homeless children for enrollment;

• Allow homeless children to enroll while Allow homeless children to enroll while required paperwork is obtainedrequired paperwork is obtained

• Coordinate with school district liaisons and Coordinate with school district liaisons and other homeless community agenciesother homeless community agencies

Barriers to Early Childhood ProgramsBarriers to Early Childhood Programsfor Families Experiencing Homelessnessfor Families Experiencing Homelessness• Lack of awareness: Head Start programs may not know the definition of homelessness, MV liaisons may not be “fluent” in early childhood systems, HUD providers may not know “lay of the land” of ECE• Lack of ECE priority status for homelessness • Lack available slots for all eligible children, especially infants and toddlers, including those who are homeless• Lack of capacity to do outreach and targeted assistance• High mobility• Lack of transportation• Lack of documentation for enrollment

Removing Barriers:Removing Barriers:Strategies for Awareness and IdentificationStrategies for Awareness and Identification

• Head Start programs/school districts can incorporate questions on housing status on applications• McKinney-Vento liaisons can inquire about young siblings of school-age children• Homeless service providers can document ages of all children at intake, and make referrals to Head Start, ECEAP, and other ECE programs• ECE programs can prioritize homelessness

Removing Barriers:Removing Barriers:Strategies for Awareness and IdentificationStrategies for Awareness and Identification

• Early childhood programs can include information on how to recognize homelessness in staff trainings

• Shelters can make sure that young children are assessed for developmental delays

• New HUD contacts can be trained in assessment programs (Ages and Stages, Early Intervention programs, and Special Education Child Find) that provide indicators of potential developmental delays

Removing Barriers:Strategies for Identification and Responding to Mobility

• Obtain parental consent for release of information from providers or liaison in order to share information between agencies, and obtain new addresses and continue to provide services when families move

• In anticipation of mobility, develop joint procedures to expedite services and provide continuous services for highly mobile children and families, e.g., know where families may be going

Removing Barriers:Strategies to Expedite Access

• Liaisons and homeless service staff can provide Head Start/ECE applications to identified families and help fill them out

• Expedite records by working together; e.g. liaisons can get immunization records, etc. for young siblings of school-age children

• Develop joint or streamlined procedures Develop joint or streamlined procedures and forms (e.g. housing intake forms)and forms (e.g. housing intake forms)

Scenarios and Discussion

In your small group, read through the scenarios on your table and answer the question: What would you do?

Reflection 2

Take a moment to reflect on the various strategies that can be used to overcome barriers and new approaches you might try in your program and community. Jot down a phrase or two to record your thoughts.

Caucus Question #1Caucus Question #1

Conversations

• Head Start/Early Head Start

• State Head Start Association

• Family Service Managers, Other Managers

• McKinney-Vento Liaisons

• Coalition to End Homelessness

• Others?????

Early Care and Education Landscape

• Head Start & Early Head Start

• Child Care

• IDEA

• State Pre-Kindergarten Programs

• Other Early Care and Education Partners

Knowing YOUR Landscape

Using the grid that has been handed

out to you, fill in the boxes for your

community partners.

Sharing Resources and Information

• Program locations, contact lists, emails– Head Start, Early Head Start, – McKinney-Vento Liaisons in LEA’s, – Family Shelters, Transitional Living, Supportive Housing, – Domestic Violence, Substance Abuse Treatment

Programs, – Preschool/Child Care/IDEA– Others?

• Conference & meeting schedules; publications

Creating Partnerships

• Desire to learn how other programs work

• Desire to learn more about how other programs meet the needs of children and families

• Opportunity to connect resources to provide more comprehensive services

Team Development

Educating all on the landscape of partnership possibilities....

• Who are the partners?• What do they call themselves?• Who are the point people?• How can I contact them?• What to they do?• What resources do they have?• How can I access their resources?• How can we help one another?

Team Development

• Inviting potential partners, assigned seating

• Time/visits, process for “Getting to Know You”

• Structured, facilitated team-building opportunities

• Requiring partners for participation – who’s missing?

• Teams work, team assignments, team time for meetings, follow-up activities

Reflection 3

Take a moment to reflect on existing and potential resources in your community and how you could create new relationships to support the work you are doing. Jot down a phrase or two to record your thoughts.

Cross Training

• Cross-system orientation

• McKinney-Vento training

• Early childhood training

• Mental health and trauma

• Safe Families, Safe Homes; Strengthening Families, etc.

• Others?

Cross-sector Administration

• Data collection and sharing

• Serving together on advisories, committees

• Circulating one another’s information

Procedural and Policy Change

Change policies and practices of own program• data collection• referral procedures

– language on forms, prioritization• others?

Work together to change local, state policy • e.g., child care vouchers• enrollment barriers• Others?

PlanningWhere should Head Start programs begin?here should Head Start programs begin?

PIR - PIR - Head Start already serves homeless families

– total families served– homeless families served

– total children served– homeless children served

– families acquiring housing

Planning in Head Start.....

• Include data about homeless children in community Include data about homeless children in community assessmentsassessments

• Conduct self-assessments to determine strengths and Conduct self-assessments to determine strengths and weaknesses regarding services to homeless childrenweaknesses regarding services to homeless children

• Contact local school district homeless education Contact local school district homeless education liaisons, and others to obtain dataliaisons, and others to obtain data

Community Assessment Data

Sample questions for community needs assessments:Sample questions for community needs assessments:

• How many families are homeless?How many families are homeless?• What efforts are made to identify them?What efforts are made to identify them?

• What are the trends?What are the trends?

• Where do homeless families stay?Where do homeless families stay?

• What is the level of employment of homeless families?What is the level of employment of homeless families?

• What is the availability of child care?What is the availability of child care?

• What resources exist in the community?What resources exist in the community?

• What task forces or coalitions exist?What task forces or coalitions exist?

Community Assessment Data continued

• What additional state or school-district preschool What additional state or school-district preschool programs exist? How do they serve homeless children?programs exist? How do they serve homeless children?

• What transportation resources exist in the community What transportation resources exist in the community that could be tapped?that could be tapped?

• Who are the homeless education liaisons in the Who are the homeless education liaisons in the communities in the service area? What do the communities in the service area? What do the homeless education programs look like?homeless education programs look like?

• What state child care licensing policies exist that might What state child care licensing policies exist that might encourage or, conversely, pose barriers to enrolling and encourage or, conversely, pose barriers to enrolling and serving homeless children?serving homeless children?

Collaborative Planning• Engage as partners in natural planning processes and

activities of programs– Head Start Policy Council and Advisories– Head Start Community Assessment

• Building in planning time at collaborative events

• Work together on local plans– Continuum of Care, annual point-in-time count– Early Childhood Councils

• Work together on State plans– McKinney-Vento, Head Start Collaboration, Child

Care, MCHB Home Visiting, Others?

Data Sharing and Planning

• Share data on homelessness everywhere you go......

• Make sure data on the needs of young children experiencing homelessness is included everywhere you go......

Monitor Data.......Address ChallengesMonitor Data.......Address Challenges

Example: Example: AttendanceAttendance

• Inconsistent attendance; Inconsistent attendance; – Parental consent to obtain forwarding address to Parental consent to obtain forwarding address to

continue participation, transition to another Head Startcontinue participation, transition to another Head Start• High turnoverHigh turnover

– Fluid wait list, enrollment documents completeFluid wait list, enrollment documents complete• Must document specific challenges of serving homeless Must document specific challenges of serving homeless

familiesfamilies• Full enrollment – if falls below, must document and Full enrollment – if falls below, must document and

analyzeanalyze

Attendance Challenges & StrategiesAttendance Challenges & Strategies

Challenges

Lack of transportation

High mobility

Lack of full-day program and child care

Strategies

Community and school district collaboration, home-based models

Allow child to remain in program, when in his/her best interest, when family moves; include in parent handbook the importance of notifying program when moving

Assist families to access child care subsidy, family child care model, community collaboration

Special Projects

• Cross-sector survey

• Grant partnerships

• Others?

Caucus Question #2Caucus Question #2

Result: Greater Visibility of Young Children who are Homeless

• Bringing comprehensive services to children and families who need them

• Creating forums for working through barriers to service

• Including housing providers in the early childhood community

• Insuring better health and school readiness of low-income children

• Timely focus of Race to the Top!

Lessons Learned

• Consistency, perseverance

• When one door closes another always opens – find the path to shared action

• Continue to engage new partners

• Find ways to support providers and keep homelessness a high priority for all

• Circle around again and again and again

• Stay informed and inform others

The Path Taken

Many paths lead to the same place!

Every community is different and the point of entry can be through many doors to achieve a shared goal........

All children healthy and successful

in school and life.

Implementation PlanningImplementation Planning

Reflections to Actions Reflections to Actions

1. Using your three reflections on the work we’ve done today, take a moment to record an action or two that you will take when you return to your program

2. Share your Action Plan with another person, or two, or three.....

Resources - ECLKCResources - ECLKC

Office of Head Start – Early Childhood Learning and Knowledge Center – Search ECLKC - enter “homelessness”

Go to: Training and Technical Assistance System: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system

From there, go to Parent, Family, and Community Engagement

From there, go to Crisis Support

From there, go to Homelessness Online Lessons

ResourcesResources

• National Association for the Education of Homeless Children and Youth– http://www.naehcy.org

• National Center on Homeless Education– http://www.serve.org/nche

• National Early Childhood Technical Assistance Center– http://www.nectac.org

• Horizons for Homeless Children– http://www.horizonsforhomelesschildren.org

• Washington State Association of Head Start & ECEAP-- http://wsaheadstarteceap.com

• Parent Training and Information Centers– http://www.taalliance.org/centers/index.htm– (888) 248-0822

Contact InformationContact Information