Established Evidence Results

Results for Measure: Housing Instability: Child Strategy: School-Based Support (Child)

Below are articles that support specific interventions to advance MCH National Performance Measures (NPMs) and Standardized Measures (SMs). Most interventions contain multiple components as part of a coordinated strategy/approach.

Displaying records 1 through 2 (2 total).

Pavlakis, A. E. (2018). Reaching all families: Family, school, and community partnerships amid homelessness and high mobility in an urban district. Urban Education, 53(8), 1043-1073.

Evidence Rating: Emerging

Intervention Components (click on component to see a list of all articles that use that intervention): Policy (Community) School-Based Family Intervention Social Supports

Intervention Description: Schools often struggle to build partnerships with homeless and highly mobile (HHM) families. These families are not homogeneous; they live in and engage with schools from diverse residential contexts. Using Epstein’s theory and framework and drawing from 132 interviews with HHM parents, school personnel, and community stakeholders in an urban district,

Intervention Results: results suggest that (a) interviewees had divergent experiences with family, school, and community partnerships; (b) some school actors were better positioned to engage HHM families than others; and (c) the diverse residential context of HHM families molded partnership building in unique ways.

Conclusion: Although partnerships were not always shaped by the residential context, in a number of ways, living in shelter, doubling up, or residing in housing first molded the opportunities to engage in their children’s education (Table 2). In this section, findings are connected to the literature and tied back to Epstein’s concept of “family-like schools” and “school-like families.” I also suggest some theoretical implications and recommendations for practice and policy

Setting: urban school distric

Sample Size: 132 parents

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Stargel, L. E., & Easterbrooks, M. A. (2022). Children's early school attendance and stability as a mechanism through which homelessness is associated with academic achievement. Journal of School Psychology, 90, 19-32.

Evidence Rating: Emerging

Intervention Components (click on component to see a list of all articles that use that intervention): Family-Based Interventions School-Based Family Intervention Access to Provider through Hotline

Intervention Description: To identify whether there were differential patterns of children's school attendance and stability, we employed a repeated measures latent class analysis (RMLCA; Collins & Lanza, 2009). Latent class analysis is a person-centered technique that is used to identify mutually exclusive and exhaustive subgroups of participants within the population of interest based on similar patterns of responses to indicator variables (i.e., similar experiences with school attendance and stability).

Intervention Results: The results of the current study have important implications for young children who experience homelessness and suggest promoting school attendance as one avenue to support academic achievement.

Conclusion: Preventing homelessness, especially for families, will take coordination across disciplines and systems, including addressing the cost of housing, extreme poverty, educational disparities, and lack of support for mental health and drug abuse, to name only a few of the complicated issues that contribute to homelessness across the country.

Study Design: person-centered analytic technique

Setting: Massachusetts

Population of Focus: Teachers, public health professionals

Sample Size: N/A

Age Range: Kindergarten through 3rd grade (5-9 yr olds)

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