Invisible Struggles: Addressing Poverty and Homelessness in Schools

Poverty and homelessness in schools are complex issues that can have profound impacts on students’ academic performance, emotional well-being, and their overall path in life. When students lack stable housing or live in poverty, they face numerous challenges that can impede their ability to succeed in school.

After watching “The Homestretch” and reading the articles provided in the module, two themes that are shown in all of these is resilience. Resilience is shown as the students navigate the complexities of poverty and homelessness while trying to graduate and pursue their goals in life. Resilience is a main theme in all of these texts since it is shown through various behaviors, attitudes, and achievements despite facing significant challenges related to housing instability.

In the documentary “The Homestretch”, the statement “homeless is a situation, it’s not who you are” emphasizes the idea that homelessness is a temporary circumstance that someone may experience, but it does not define their identity or worth as a person. It reminds us to view individuals experiencing homelessness with empathy, understanding, and a recognition of their inherent humanity and potential for positive change. It encourages us to address homelessness as a societal issue while also respecting the dignity and worth of each person affected by it.

Another theme shown in the documentary and the readings is hope. All of the community and support services that are provided for them allow them to have this space to communicate and be there for each other during these difficult times. The documentary “The Homestretch” shows an emergency youth shelter where individuals can go and shower, do laundry, eat a meal, and sleep. Emergency youth shelters play a crucial role in addressing the immediate needs of homeless young people while also offering comprehensive support services to help them rebuild their lives and move towards a brighter future. Since some of the articles show charts and graphs of how homelessness and poverty are unfortunately increasing, it is important that as a community and society, fund and advocate for these individuals and make plans to build and create more of these shelters.

One song that can connect to the themes shown in the film and readings is “Fast Car” by Tracy Chapman. This song addresses the themes of poverty, struggle, and the desire for a better life. The narrative of the song revolves around a young woman who dreams of escaping her difficult circumstances in her fast car representing the desire to escape poverty. It emphasizes the importance of home and perseverance.

One book that can connect to the themes shown in the film and readings is “Fly Away Home” by Eve Bunting. This book tells the story of a young boy and his father who live in an airport terminal. Readers gain insight into the challenges faced by families experiencing poverty and homelessness and the importance of hope and resilience.

Cai (2020) stated numerous funding sources to support homeless students. As future educators, we must provide support and resources to these families and understand the laws and regulations that surround them. For example, according to the U.S. Department of Education (ED), “All students experiencing homelessness are eligible for Title I services even if they are not enrolled in Title I schools.”

Additionally, it is important we support all of our students and understand the McKinney-Vento Act. This act states that “children and youth who lack “a fixed, regular, and adequate nighttime residence” will be considered homeless.” It also states that students have the right to receive a free, appropriate public education, enroll in school immediately, receive transportation to and from school, and many more (Mc-Kinney Vento Homeless Education, 2021). In the documentary, one of the individuals towards the beginning of the film explains how his teacher allows him to stay at her house whenever he needs somewhere to sleep and eat. According to ED, all public school districts must comply with the requirements of the McKinney-Vento Act to identify and serve school-age children and youth experiencing homelessness (Cai, 2020). In the United States alone, there are over one million students experiencing homelessness. Things need to change and we need to start taking action now.

Resources:

Bunting, E., & Himler, R. (1991). Fly away home. New York, Clarion Books.

Cai, J. (2020, July 27). Homeless Students in Public Schools Across America: Down but Not OutLinks to an external site.. National School Boards Association. https://www.nsba.org/Perspectives/2021/homeless-students

Chapman, T. (1988). Tracy Chapman. New York, N.Y., Elektra.

De Mare, A., Kelly, K., & Taber, K. (Producers), & De Mare, A., & Kelly, K. (Directors). (2014). The homestretch [Streaming video]. United States: Bullfrog Films.

Mc-Kinney Vento Homeless Education. (2021). New York State Education Department. http://www.nysed.gov/essa/mckinney-vento-homeless-educationLinks to an external site.

National Center for Homeless Education. (2022).  Student Homelessness in America School Years 2018-19 to 2020-21.  Student Homelessness in America (ed.gov)Links to an external site.

New York State Education Department. (2022, August 17). New York State Department of Education Awards $7.1 Million in Federal Grants to Programs Supporting Homeless Students. http://www.nysed.gov/news/2022/new-york-state-education-department-awards-71-million-federal-grants-programs-supporting

Empowering Minds: Nurturing Mental Health in Schools

By incorporating mental health into the classroom, educators can increase awareness, empower students to prioritize their mental well-being and foster a supportive environment for students’ well-being and academic success.

I decided to focus on Generalized Anxiety Disorder, also known as GAD. Below, I have inserted a Google Slide where you can learn about what the disorder is, the symptoms, treatments, and some suggestions for teachers.

As a future educator, encouraging students to share their thoughts and feelings is crucial in helping them manage their mental health, including generalized anxiety disorder. I will make sure to create these opportunities for each of my students by having group discussions or one-on-one sessions. I will also make sure to encourage helping others, reinforce positive behavior, and learn more about mental health to support the students in my classroom, and all members of the school community.

References:

Cyberbullying: Empowering against online harassment 

Click on the video posted below!

References:

Binamé, C. & Prupas J. (2011). Cyberbully. ABC Family

Dupej, H. & Embry, M. (2020). Dark cloud: The high cost of cyberbullying. TELUS Wise. 

Tips for Teachers: Warning Signs a Child is Being Cyberbullied or is Cyberbullying. (2021, May 21). stopbullying.gov. https://www.stopbullying.gov/cyberbullying/tips-for-teachers

Wilkey Oh, E. (2019, March 25). Teachers’ Essential Guide to Cyberbullying Prevention. Common Sense Education. https://www.commonsense.org/education/articles/teachers-essential-guide-to-cyberbullying-prevention

Unveiling the Unthinkable: School Violence Scenarios 

What is School Violence?

School violence refers to acts of violence that take place within educational settings, disrupting the learning environment and adversely impacting students, schools, and the community (CDC, 2021). These acts of violence include bullying and cyberbullying, weapon use, fighting, vandalism, sexual assault, and many others. These issues also don’t only take place on school property. It can occur at a school event, to and from school, online, or on a school bus. Bringing attention to school violence is crucial for both students and teachers to protect the safety and well-being of everyone in the school community, prevention, and support within schools. By bringing attention to this issue, it will create a school environment where everyone feels safe, valued, and respected.

A majority of American teens and parents are starting to share more concerns about potential school shootings. Graf (2018) stated that 57% of students express concerns about the potential occurrence of a shooting at their school. Around 29% state they are not overly worried, and 13% say they are not worried at all. Graf (2018) also stated that the levels of worry are also affecting the parents, with 63% indicating at least some level of concern regarding the potential occurrence of a shooting happening at their child’s school. Similar trends emerge concerning race and gender, with nonwhite parents expressing more concern.

School violence, specifically school shootings is becoming more of a critical issue as the years move on. According to Education Week analysis (2024), there have been 7 school shootings this year that resulted in injuries or death. Since 2018, there have been 189 shootings with 38 of them being in 2023 (Education Week, 2024).

As a future elementary school teacher, the number of school shootings increasing year by year has made me very worried and concerned. The primary concern for teachers is the safety and well-being of their students. School shootings pose a significant threat to the safety of the school with educators being responsible for ensuring a safe learning environment. Students, faculty, and everyone associated with the school community should feel safe and protected while going, not fearful of what will happen that day. This is a major concern that still shows no signs of decreasing. As future educators, we must advocate for effective policies and work together to increase prevention rates to protect ourselves, our students, and our community.

How Can We Prevent Violence In Schools?

All members of the school community can play their part in ensuring we keep the school a safe space where everyone feels protected and respected. Jack Hughes, a senior at Radnor High School, entered a video montage explaining how to prevent school violence. The video explains how it impacts students, prevention, statistics, and results. To prevent school violence, members of the school should report incidents of violence to a teacher, guidance counselor, or trusted adult in the school community. This is important as you are sticking up for the person and being the voice for them. Throughout the video, the saying “Say something” is repeated over and over again. When you “say something” it promotes early intervention, prevention, safety, and empowerment. Encouraging individuals to speak up and report concerning behavior is one step closer to creating a safer school environment for all.

Bowling for Columbine:

The film Bowling for Columbine is a documentary film directed by Michael Moore. The documentary explores the causes and consequences of the 1999 Columbine High School massacre in Colorado, where two students, Eric Harris and Dylan Klebold, killed twelve students and one teacher before committing suicide. The film delves into the critical issues surrounding gun violence in schools and American culture.

Watching this documentary made me feel a mix of emotions. All of the phone calls and video surveillance made it feel like I was living in that moment with everyone else. It was scary to watch, especially the parts where the cameras caught the students with the guns and the aftermath. While some students were being interviewed after the incident, I could never imagine watching and listening to the stories they had to witness. No child should ever have to see their classmates dying or having a gun held to their head by another student.

As a future elementary school teacher, the issue of school violence is one that deeply concerns me. This documentary served as a reminder of the potential dangers and challenges that educators may face in schools and society. The safety and well-being of my students would be my top priority. No child should come to school worried, they should feel safe and protected. The events shared in the documentary highlight the devastating impact that school violence can have on students, their families, and the community.

Additionally, issues of school violence can result in an increased amount of anxiety within the school community. Schools should increase security measures such as lockdown drills and cameras which can decrease the amount of fear and anxiety within the people in the school. As a future teacher, I would strive to address these concerns and provide support to students who may be struggling by building an open and trusting relationship with all of them.

References:

Fast Fact: Preventing School Violence |Violence Prevention|Injury Center|CDC. (n.d.). https://www.cdc.gov/violenceprevention/youthviolence/schoolviolence/fastfact.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fviolenceprevention%2Fyouthviolence%2Fschoolviolence%2Findex.html

Understanding and embracing gender diversity in the education system is crucial for fostering an inclusive and equitable learning environment for all members of the school.

Similar to the Genderbread Person, the Gender Unicorn is a visual tool designed to help people understand and discuss the complexities of gender identity and expression. It separates different aspects of gender by acknowledging that it is not strictly binary and that individuals may experience and express their gender in various ways.

The American Psychological Association (APA), highlights the importance of creating a safe and affirming space, both within and outside schools, to promote the mental health and well-being of LGBT Youth.

To support the importance of inclusion and equity, NYC school districts are determined to make a change and allow nonbinary students to be enrolled in school data. Zimmerman (2023) stated, “The state education department requires districts across New York to report the number of nonbinary students who are enrolled and now lists those statistics publicly.” By making this more welcoming, their goal is to decrease bullying and harassment rates and notice mental health changes amongst students and faculty.

The Trevor Project is a wonderful organization that focuses on the mental health of LGBTQ youth. It provides a range of services including a 24/7 helpline and online chats to provide support for LGBTQ youth who may be struggling with their identity, facing bullying, or experiencing mental health challenges. Additionally, it provides resources, statistics, and research related to LGBTQ mental health, suicide rates, and other relevant topics to provide information and support as needed.

Personal Thoughts & Ideas:

Understanding and promoting gender diversity in schools is important for creating an inclusive and supportive learning environment. I believe that learning about this subject will play a significant role in shaping the school culture and influencing the experiences of students. By prioritizing gender diversity education and awareness among all faculty members including students and teachers, schools can contribute to a more integral learning space.

As a future special education teacher, gender diversity can have a significant impact on influencing teaching practices, attitudes, and interactions within the educational environment. It is important to be a role model for students and I believe if we are educated on this critical issue it will enhance an open-minded, respectful attitude to our students and faculty. It will also create a safe and supportive learning space where all students feel valued and respected, regardless of their gender identity.

References:

ConnectED, A. R. (2023, February 15). Resources to support further learning and classroom conversations on gender identity and sexual orientation. Roots ConnectED. https://www.rootsconnected.org/resources-list/resources-to-support-further-learning-and-classroom-conversations-on-sexual-orientation-and-gender-identity

Published by DCHS. View all posts by DCHS, DCHS, P. by, Dchs, & DCHS, V. all posts by. (2021, May 24). “No health without mental health”: Resources to support Mental Health & Well-being in our community. Cultivating Connections. https://dchsblog.com/2021/05/24/no-health-without-mental-health-resources-to-support-mental-health-well-being-in-our-community/

Toolbox to promote healthy LGBT youth. (n.d.). In https://www.apa.org/pi/lgbt/programs/safe-supportive/training/toolbox

Zimmerman, A. (2023, November 17). NYC Education Department releases First Count of Nonbinary and gender expansive students. Chalkbeat. https://www.chalkbeat.org/newyork/2023/7/25/23807269/nonbinary-gender-expansive-students-nyc-school-enrollment-data/