Educators’ Perception of Academic Outcome Amongst High Schoolers Experiencing Homelessness: A Basic Qualitative Study

Abstract

The prevalence of homelessness among high school students is increasing, which often leads to academic and social challenges for these students. The problem is that many students continue to experience homelessness, affecting their academic and social-emotional learning outcomes. The purpose of this basic qualitative study was to explore high school educators’ perceptions of how homelessness affects students' academic achievement, social-emotional learning, and the support needed to help students facing homelessness. A gap in the literature exists as previous research has predominantly addressed the effects of homelessness on students’ education and well-being; however, there is limited research on the high school educators’ perspectives on how homelessness affects students’ academic and socio-emotional outcomes. This study used humanistic theory, which addresses self-actualization, as the theoretical framework. The study was guided by three research questions, which investigated high school educators’ perceptions of academic and socio-emotional learning outcomes, the educational needs of students experiencing homelessness, and how high school students' assessment data differs between students who experience homelessness and non-homeless peers. The sample included fifteen veteran teachers who work with students experiencing homelessness. Data were collected via virtual semi-structured interviews and analyzed and coded using content analysis. Findings revealed homeless students struggle because they do not receive the required support, appropriate allocation of resources, and consistent provision of basic needs. Administrators and educators can use the findings to determine effective strategies to support homeless students and promote positive academic and socioemotional outcomes.