Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk

African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.

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Supporting the Well-Being of Highly Mobile Students

Fostering the Emotional Well-Being of our Youth ◽

10.1093/med-psych/9780190918873.003.0018 ◽

2020 ◽

pp. 355-374

Author(s):

Michael L. Sulkowski

Keyword(s):

Mental Health ◽

Mental Health Professionals ◽

Psychosocial Functioning ◽

Juvenile Justice System ◽

Factor Model ◽

Well Being ◽

Supreme Court Decision ◽

Residential Instability ◽

Mobile Students ◽

Highly Mobile Students

This chapter discusses efforts that educational and mental health professionals can take to help highly mobile students. These students often are impacted by homelessness, foster care, or the juvenile justice system. Although the needs of each respective student population differ, all highly mobile students experience residential instability, which is associated with an elevated risk for experiencing disruptions in academic and psychosocial functioning. However, consistent with a dual-factor model of mental health, many highly mobile students display considerable resilience and do not succumb to the pernicious effects of residential instability. Thus, under a multitiered system of support framework, this chapter also covers specific ways that school-based practitioners can attenuate risks while bolstering resilience to support well-being. Additionally, extant laws related to educational access and service delivery for highly mobile students are reviewed such as the McKinney–Vento Homeless Assistance Improvements Act and the Plyler v. Doe Supreme Court decision.

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Does Children’s Academic Achievement Improve when Single Mothers Marry?

Sociology of Education ◽

10.1177/0038040710375686 ◽

2010 ◽

Vol 83 (3) ◽

pp. 201-226 ◽

Cited By ~ 16

Author(s):

Robert L. Wagmiller ◽

Elizabeth Gershoff ◽

Philip Veliz ◽

Margaret Clements

Keyword(s):

Academic Achievement ◽

Single Mothers ◽

Low Income ◽

Single Parent ◽

Short Term ◽

Only Children ◽

Disadvantaged Children ◽

Single Parent Families ◽

Achievement Trajectories

Promoting marriage, especially among low-income single mothers with children, is increasingly viewed as a promising public policy strategy for improving developmental outcomes for disadvantaged children. Previous research suggests, however, that children’s academic achievement either does not improve or declines when single mothers marry. In this article, the authors argue that previous research may understate the benefits of mothers’ marriages to children from single-parent families because (1) the short-term and long-term developmental consequences of marriage are not adequately distinguished and (2) child and family contexts in which marriage is likely to confer developmental advantages are not differentiated from those that do not. Using multiple waves of data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), the authors find that single mothers’ marriages are associated with modest but statistically significant improvements in their children’s academic achievement trajectories. However, only children from more advantaged single-parent families benefit from their mothers’ marriage.

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Teachers’ Instructional Behaviours Toward Highly Mobile Students in Magnet and Traditional School Settings

World Studies in Education ◽

10.7459/wse/03.2.05 ◽

2002 ◽

Vol 3 (2) ◽

pp. 137-158 ◽

Cited By ~ 1

Author(s):

Linda S. Behar-Horenstein ◽

Sandra H. Anusavice

Keyword(s):

Traditional School ◽

School Settings ◽

Mobile Students ◽

Highly Mobile Students

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