Advocating for Trauma-Informed Instructional Strategies for Engaging Homeless Students in Urban K-12 Schools

Vernier, Sarah

Título

Advocating for Trauma-Informed Instructional Strategies for Engaging Homeless Students in Urban K-12 Schools

Última modificación

04/15/2026

Creador

Vernier, Sarah

Abstract

As the demographic of the homeless population shifts from predominantly single males to more families with children, there is a pressing need for the education system to adapt its support strategies to address the unique needs of homeless students. While homelessness has long been a significant societal issue, recent research has brought greater attention to the ways in which homelessness contributes to childhood trauma. This growing body of evidence underscores the urgent need for schools to implement trauma-informed strategies, particularly when working with homeless students who often face a range of emotional and social challenges due to their unstable living situations. As more students arrive at public schools coming from a variety of homeless situations, whether it’s staying temporarily with friends or relatives (referred to as “doubling up”), living in shelters or motels, or experiencing the uncertainty of not knowing where they will sleep each night—educators must become more attuned to these students' living conditions. By understanding the context of their students' lives, teachers can adjust classroom procedures and create a more supportive learning environment for these students. This paper explores the findings from qualitative research designed to better understand the challenges and needs of homeless students in the classroom. The research utilized several qualitative methods, including teacher questionnaires aimed at identifying the specific needs of homeless students, follow-up interviews to clarify responses and gather further insights, and a researcher reflexive journal to provide a deeper understanding of the research process. The findings of this study indicate that students experiencing homelessness have heightened social-emotional needs in the school setting, which often require specialized support beyond what is typically provided in the classroom. Teachers reported feeling unprepared to address these needs, and many expressed a strong desire for trauma-informed training to help them better support homeless students in their classrooms. Based on these findings, the study provides several key recommendations for school districts. These recommendations aim to equip educators with the tools and strategies they need to effectively support homeless students. Teachers highlighted the lack of resources and support as one of the most significant challenges they face when teaching this vulnerable population. In particular, they expressed a need for more comprehensive training on how to understand and respond to the trauma experienced by homeless students. By incorporating trauma-informed practices and providing teachers with the appropriate resources, schools can create a more inclusive and supportive environment for homeless students, ultimately improving their educational outcomes and emotional well-being. This research offers valuable insights into the specific needs of homeless students and provides actionable recommendations that can help school districts better serve this growing population. By recognizing the unique challenges these students face and implementing the necessary support systems, educators can help mitigate the negative impacts of homelessness on their academic and emotional development. [author supplied]

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