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Rates of homelessness are worsening in the United States, with a third of individuals experiencing homelessness being families with children. These families face many challenges, including limited social supports, insufficient access to services, and mental health concerns. These challenges inform a nuanced worldview, leading parents experiencing homelessness to understand their child's school life in unique ways. The purpose of this study is to explore how parents experiencing homelessness understand their children's participation in Head Start and publicly funded 4 K programs. We utilized semi-structured interviews with parents of 4 K students and applied an iterative approach for analysis to identify emergent themes and concepts. Results suggest families enter homelessness through several avenues and struggle with many aspects of homelessness, including stigma directed at parents and children. Parents identified many strengths in their children's school programs, including education and support from faculty, as well as areas for growth, such as more comprehensive transportation and meal services. Overall, these results suggest families experiencing homelessness encounter many barriers to finding stable housing. Additionally, parents of children experiencing homelessness value their child's education and access to resources in schools while still fearing the potential for their child to experience stigmatization and discrimination in schools. [ABSTRACT FROM AUTHOR]

One in 30 American children experience homelessness, and yet educators are often unaware of the challenges these students face. Drawing on a qualitative study of 21 pre-service teachers (PSTs) interviewed at the completion of their early childhood/ESL teacher education program, the overall purpose of this study was to ascertain PSTs' reported attitudes, beliefs, knowledge, and self-identified skills for working with young homeless children in schools with the goal of identifying opportunities for teacher education programs to better prepare PSTs for work with children experiencing homelessness. Findings suggest that PSTs enter teacher preparation with many misconceptions about children and families experiencing homelessness. Incorporating specific information about homelessness into coursework and supervision, nurturing PSTs' capacity for critical self-reflection, and creating opportunities for PSTs to develop positive teacher–student relationships with children experiencing homelessness were identified as essential in fostering PST self-efficacy, and, by extension, the resilience of homeless children. By illuminating the processes through which PSTs make sense of children's experiences of homelessness and its impacts on schooling, these findings have important implications for the education of young children and the design of professional development opportunities and structured learning for preservice teachers. [ABSTRACT FROM AUTHOR]