PRESENTERS

1. PRESENTERS Homeless Youth: Effective Advocacy and Interventions NASP Convention 2014 Joint Special Session: GLBTQ, Multicultural Affairs, Government and Professional Relations Committees Jim Hanson, Brenda Kabler, Martha Ellen Wynne, Tracy Hobbs, Candis Hogan, Mary Beth Klotz, & Kelly Vaillancourt

2. Overview of HomelessnessMyths and Facts • All homeless people are single adult males • All homeless people live on the streets • Homeless people don’t work • There are numerous services for unaccompanied youth, they just don’t use them • Homeless children don’t go to school

3. Characteristics of Homeless Children • Location: Homeless children can be found everywhere: urban, rural and suburban • Loss • Familiar surroundings • Privacy • Routines • Possessions • Health Concerns • Asthma and other chronic conditions • HIV/STD • Traumatic stress and other emotional problems • Lack of educational stability • Absenteeism and tardiness become discipline issues • Dropping/pushing out

4. Legislative Response: The McKinney-Vento Act • The McKinney Vento Act is a Federal mandate that helps maintain stability in housing and education three distinct groups: • for preschool children and families • school-aged children and families • unaccompanied youth. • It is important for school staff to understand the provisions of the Act in order to help students effectively

5. McKinney Vento Act Definition of Homelessness • Children or youth who are: • living without regular/adequate night time residency • living in shelters (including transitional shelters) • Doubled Up: living with another family due to lack of permanent residence • migrants • Unaccompanied Youth are: • Not in the physical custody of a parent or guardian • Runaways • Throwaways (pushed out or not permitted to live at home)

6. Requirements for School Districts42 U.S.C. 11431 (B) § 721 • What is required for school district to be in compliance? • Enrollment • 48 hours with no health or vaccination forms required • Parental School Choice • Remain in school of origin or transfer • Transportation • Must provide transportation within 48 hours • Other Services • Uniforms/Fee waivers/Free lunch • Referral to community agencies

7. Roles of School Staff in Helping Homeless Children • Educational Liaison • 1 per school district required by McK-V • School Psychologist • Academic and Social Emotional • School Social Workers/Counselors • Social Emotional and Community Outreach • Attendance Officer • Facilitate School Attendance • Administrators • Credit Management and Discipline • Teachers • Academics, Observations, and Identification

8. McK-V Liaison Duties • Locate and enroll homeless children and youth who are currently not in school • Identify homeless children and youth through coordination activities with other entities and agencies • Make certain families and children receive educational services for which they are eligible (i.e., Head Start, preschool programs, referrals to health care services, dental, mental health services) • Inform parents and guardians of educational and related services available for their children

9. School Psychologist Roles • Conduct training sessions for staff to promote sensitivity to the stigma of homelessness • Create culturally sensitive environments for homeless students by • Diversity training • Anti-bullying programs • Advocacy • Referral to outside agencies • Upholding confidentiality safeguards • Promote resilience by encouraging school connectedness and belonging

10. Problems with the McKinney-Vento Act • There is no analog to “Child Find” and therefore • Families and youth must self identify • If unaware of rights, cannot self-identify • Universal screening upon school enrollment is not required • Homeless children suspected of having disabilities are entitled to expedited evaluations for special services • The law does not specify what “expedited” means • Parents are unaware of this provision • Inconsistency of Implementation • Some school districts are compliant; others are not • No way to evaluate services is specified

11. Specially Identified Groups • Preschoolers • Most difficult group to find • Usually doubled-up • Young parents unaware of homeless status • Unaware of services including • Expedited special education evaluations • Priority for Headstart • Since preschool children may not be in school • Cooperation with community agencies critical • Special attention should be given to “Child find” activities

12. Unaccompanied Youth • Collaboration with community resources and shelters • Until youth are housed, school attendance is a low priority • Students attempting to return to school face problems • Lack of transportation • Lack of Credit Accumulation • Feeling “too old” or aging out • Feelings of isolation • Often only solution is an alternative high school or GED

13. African American Youth • African American families are disproportionately represented among homeless families with children • 39% of sheltered homeless families with children were African American (US demographic 14%) (NCHE, 2012) • Recommendations: • consistent 1:1 mentoring • storage place at school for family belongings • sponsoring a family activity that is fun and enjoyable • help writing resumes • (Brown and A’vant, Personal Communication, 2003 January)

14. GLBTQ Youth • LGBTQ youth are particularly likely to be push-outs or throwaways from their home of origin • Homeless youth cluster in cities where 20-40% are LGBTQ • Outcomes • Downward trajectory • Increasingly unstable housing • Risk of sexual exploitation (10x) • High risk of substance abuse • High risk of violence • Given these problems, school reentry is very difficult

15. GLBTQ Homeless Youth compared to Heterosexual Homeless Peers • Lesbian youth: more likely to have PTSD, conduct disorders, and substance abuse disorders • Gay male youth: more likely major depression • 7.4 more acts of sexual violence experienced • Twice the rate of sexual abuse before the age of 12 • More likely to attempt suicide (62%) than their heterosexual homeless peers (29%) • National Recommended Best Practices for Serving LGBT Homeless Youth

16. GLBTQ Youth • Emotional–physical rejection by their families resulting in forced homelessness; Latino boys at particular risk • Runaways from foster or group homes because of mistreatment or harassment • Transgender youth harassed by police for appearance, increased physical/sexual assault in shelters • Some private shelters attempt “reparative therapy” • Wynne, M.E., Ausikaitis, A.E. & The Loyola University Home-School-Community Research Team (2013). Addressing the Educational Needs of Homeless Students. NASP Communique 42:2. • Center for American Progress (2012, March). Supporting Gay and Transgender Youth Most in Need: White House conference turns spotlight on housing and homelessness issues impacting gay and transgender populations.

17. Native American/First Nation Two Spirit youth may suffer family rejection because of tribal nations’ historical trauma. Historical trauma may influence loss of acceptance of 2S family members and persecution for inhabiting traditional or non-traditional roles • 3-11% of homeless population • 20% of homeless children/youth • 23% of Native American homeless youth are Two Spirit and/or LGBTQI

18. Recommendations: GLBTQ Homeless Youth: • Assume that some, if not many, of the homeless youth you serve will be GLBTQ • Enumerate GLBTQ in anti-bullying policies and training for staff and students • Examine issues of racism, white privilege, and the intersection with gender and sexuality • Remember that homeless GLBTQ youth also develop in their sexual identities at their own pace • Remember that GLBTQ students are resilient but they still face significant challenges that we should not minimize when talking to them about their strengths.

19. Recommendations: GLBTQ Homeless Youth: • Treat GLBTQ youth respectfully and ensure their safety • Know and share GLBTQ-specific resources and programs that provide long-term housing support and health/mental health services • Appropriately address GLBTQ identity by obvious signs of acceptance and openness • Educate incoming youth on nondiscrimination/anti-bullying policies • Provide gender-neutral restrooms • Use transgender terms correctly • Posting of policies • Posters, stickers, and other visible signs

20. Proposed and Current Federal Legislation

21. Higher Education Access and Success for Homeless and Foster Youth Act • Introduced in Nov. 2013 - would amend the Higher Education Act • Help make college more affordable for homeless and/or foster youth. • Help homeless and foster students access housing resources during and between terms in post secondary schools. • Require new data and outcome monitoring requirements for homeless and foster youth. • Require accountability study of higher education outcomes for homeless and foster youth.

22. Educational Success for Children and Youth Without Homes Act Would amend the McKinney Vento Act to: • Expand the definition of homeless youth • Ensure that homeless children (K-12) have the right to a Free and Appropriate Public Education

23. Runaway & Homeless Youth Act – up for reauthorization Funds various support services and educational programs : • street outreach; basic center programs; transitional living programs Advocacy goal for the reauthorization: • explicitly incorporate LGBT youth into the Act .

24. Allied Groups • Forty to None Project (http://fortytonone.org) works to raise awareness about and bring an end to LGBT youth homelessness. This project offers programs and initiatives around education, advocacy, empowerment, capacity building, and inclusion of LGBT youth, who represent up to 40% of homeless youth populations. • Trevor Project (http://www.thetrevorproject.org) is the leading national organization providing crisis intervention and suicide prevention services to LGBT youth. See new model district suicide prevention program.

25. Allied Groups (cont.) • GLSEN (http://glsen.org) is an education organization creating safe schools for all LGBT people. Policy efforts and educational programs (e.g., Gay-Straight Alliance Clubs). • Center for American Progress (http://www.americanprogress.org/issues/lgbt/view/) is an educational institute offering progressive ideas and actions, (e.g., report on homeless LGBT youth).

26. NASP Resources (see handout) Chittooran, M. & Chittooran, J. (2010). Homeless children in the schools, Helping Children Home and School III. Children in Transition Subcommittee/MAC, Sign up for their Community on the NASP website. Cox, T. (2013). The challenges of homelessness. Principal Leadership, February 2013, 12-16. Kabler, B., & Weinstein, E. (2009).The state of homeless children in the United States. Communique, 38, (4),1 & 28.

27. NASP Resources (see handout) • Klotz, M.B. (2013). Welcoming and safe schools: Supporting homeless LGBT youth. Communique, 42,(2),8.   • NASP podcast on Homelessness  • NASP selected research on Military, Foster, and Homeless Children  • Loyola/Home/School/Community Research Team: www.schoolresourcesforhomelessfamilies.org/ • Wynne, M.E., & Ausikaitis, A.E. (2013). Addressing the educational needs of homeless children. Communique, 42,(2), 2 & 6.

28. Local Resources in Urban Areas • San Francisco: Larkin Street Youth Services/Castro Housing Initiative • Los Angeles: Jeff Griffith Youth Center/Kruks Tilsner Transitional Living Program • Phoenix: The Homeless Youth Project EON www.wingspan.org • Florida (Central) The Zebra Coalition • Chicago: UCAN Host Home Program, Project Fierce, The Chicago Coalition for the Homeless

29. Detroit Resources: Ruth Ellis Center Ruth’s House: The Intensive Treatment Unit is a structured living program with level systems for 12 to 17 year old LGBTQ youth. The youth in the ITU program are referred from the Michigan Department of Human Services, Wayne County Child and Family Services, other Michigan agencies state-wide, and youth supervising programs in other states. The Program includes the following services: • Housing • Individual assessments and intake • Basic life skills and counseling • Interpersonal skill building • Educational advancement • Job preparation and attainment • Mental health care • Physical health care • Youth development approach • Aftercare planning and follow-up Administrative Offices: 313.252.1950Fax: 313.865.3372 Email: info@ruthelliscenter.org Mailing Address: Ruth Ellis Center 77 Victor Street Highland Park, MI 48203

30. New York City Resources: Green Chimneys • Safe, healthy development for (LGBTQ) youth who are runaway or homeless. • Helping LGBTQ youth gain skills and resources for transition to adulthood • Transitional living • NYC and youth who come to the city • Residential program to help youth learn essential life skills and transition into community living • Staff provide 24-hour supervision and mentoring • Three scattered-site apartments in The Bronx Main Office400 Doansburg Road, Box 719Brewster, NY 10509Tel: 845.279.2995Fax: 845.279.3077 www.greenchimneys.org/nyc

31. Portland Resources Gregor was born in Colombia and adopted by an American family. But when he came out of the closet at age 17, his family disowned him, forcing him out, because they considered his gayness a form of mental illness. He had nowhere to turn until he discovered Outside In. With positive support from staff members and volunteers and a place to live, he studied every week for his GED. Gregor pursued his dreams and was accepted to every college he applied to - New York University, Julliard, and the City University of New York. He got a job at Nordstrom once he finished his GED and then moved to New York City to attend college.

32. Personal stories • Forrest • 15 years old, identifies as lesbian • ADHD, OCD, Mood Disorder • Sharing housing since April with father’s brother’s family who lost their home • Grades plummeted since doubling up • HOME/SCHOOL INTERVENTIONS: • Sheet-rocking her own living space with locking door • Special education counseling services (mom, daughter) for family boundary issues, grades • Referral for community-based medical/mental health • Significant accommodations from teachers

33. Personal Stories • Chase • 19 years old, 2 ½ credits lacking for graduation (JJ credits) • Previous incarcerations for theft, gay for pay/resources • Heroin habit, Level A for needles, 33% attendance • Refused SPED services, Alternative Schools, Outside In • SCHOOL CHALLENGES: Title X provides toothpaste • LINCOLN SERVICES: • Transportation through school ID • Hall Monitor securing housing and drug treatment options • PTA secured new clothing, PE showers, 2 meals/day • Adult mentor for 2/5 periods • Counseling through general education • Virtual Scholar program with peer mentor • Significant accommodations in all classes

35. Your Advocacy Plan • Specific • Measurable • Attainable • Realistic • Timeline

36. Contact Information: Jim Hanson jabrhanson@yahoo.com Brenda Kabler bckabler@gmail.com Martha Ellen Wynne martie.wynne@gmail.com Tracy Hobbs michtkh@yahoo.com Candis Hogan hcandis@juno.com Mary Beth Klotz mbklotz@naspweb.org Kelly Vaillancourt kvaillancourt@naspweb.org

37. NASP represents school psychology and supports school psychologists to enhance the learning and mental health of all children and youth.