Exploring homelessness in the classroom: Supports to improve equity in education, from a teacher’s perspective.

Abstract

Homelessness is a societal issue that has been continuously growing in Ireland for a number of years. Now, we find ourselves in the midst of a crisis. Currently there are over 10,000 people experiencing homelessness with almost 4,000 being children. Consequently, teachers are being put in a position whereby they are facilitating children who are facing challenges relating to homelessness and need additional support to ensure equity in education. This study sought to explore the various supports that are being offered to these children to fulfil their complex needs, in an attempt to inform future practice. To achieve this, a small scale qualitative study was undertaken using a phenomenological approach. Six interviews were conducted with primary school teachers of varying experience of working with children who are homeless. In order to elicit data, the researcher transcribed the interviews, utilised open and axial coding and connected the emerging themes to the existing literature. The study found that there are a multitude of supports offered to improve equity in education for children who are homeless, by the class teacher, support staff and the school as a whole. The most beneficial supports are those that are integrated amongst all staff members in a whole school approach. It was found that DEIS schools are particularly well equipped for dealing with complex needs, such as those associated with homelessness due to additional resources that are provided under the scheme. However, there is an absence of data regarding how many children are experiencing homelessness but do not have access to those additional resources due to their attendance of a school who does not have access to DEIS services.