The impact of childhood homelessness in Aotearoa’s education spaces: Educators’ ever-expanding roles with children and whānau

Abstract

The Aotearoa New Zealand (Aotearoa) education system is the only agency, governmental or otherwise, that children aged 6–16 years and their whānau (families) must engage with. The 2023 Aotearoa census found that 319 of every 10,000 children under the age of 15 years were living with severe housing deprivation (homelessness). Therefore, it is likely that educators in primary and intermediate schools are working with children and their whānau who are experiencing homelessness. However, little is known about the broader impact on educators of working with children and their whānau who are experiencing homelessness, or about educator observations on the effects of homelessness on children in educational spaces in Aotearoa. Furthermore, there are no currently agreed policies or practice guidelines for educational sites and educators to refer to when supporting children and whānau experiencing homelessness.

This thesis reports on research conducted with educators in Aotearoa regarding their experiences of and perspectives on working with children and whānau experiencing homelessness. Fifteen educators from schools across Aotearoa, who worked with children aged 5 to 13 years, were recruited and interviewed. The educator participants were all currently employed in schools, and most were registered teachers. The majority held leadership roles (principal or deputy principal) or were learning support coordinators (LSCs); others occupied classroom teaching and non-teaching support positions within their school. Interviews were conducted via zoom and transcribed. Data was analysed using thematic analysis and narrative analysis, and organised using ecological systems theory (EST), (Bronfenbrenner, 1979). An adapted model of EST, Educator Ecological Systems, was developed through the analysis phase, and used to structure the discussion.

This research contributes new knowledge about the expansive roles that educators in Aotearoa play in supporting children and whānau experiencing homelessness. It provides insight into the approaches that different educational sites use to promote positive relationships and engagement in the school community and learning programmes, as well as what they have found effective.

When educators shared common experiences with children and whānau, this appeared to play a role in the establishment of positive, trusted relationships. However, even in the absence of these shared experiences, educators’ efforts to understand what was happening in the lives of children and whānau could also contribute to building relationships.

Educators asserted that holistic support was necessary, which stretched their typical educational role. They described the need to understand, consider, and address physical, social, and mental-emotional well-being when working with children experiencing homelessness. Specifically, the educators shared that, unless there was a focus on “Hauora” (an Indigenous Māori language term for holistic well-being) when working with children impacted by homelessness, it was difficult for children to focus on or make progress in their academic learning.

A key finding in this research was that strong relationships were particularly critical for children and whānau experiencing homelessness. Trust was described as a fundamental foundation for developing positive relationships and fostering engagement. Consistency in the educational site itself and in the people working with children and whānau, was described as an essential part of building trusted and productive relationships. A key component of creating consistency was the designation of a primary contact person for whānau to engage with. Identifying the “right” primary contact depended on a myriad of factors, including interactions and availability. Sustained positive relationships were also found to provide stability for impacted children and whānau and were identified as having the power to break down stigma.

Creating a culture of care to facilitate a sense of belonging was identified as vital to supporting children and whānau. The educators shared that using trauma-informed approaches in the classroom and the wider school environment could be effective in helping children navigate the stress associated with homelessness.

Belongingness was also recognised as a protective factor for children and whānau; this included the presence of a consistent support network and the ability to remain in the same area when experiencing homelessness. However, educators described that children impacted by homelessness often appeared to lose their sense of belonging when they had to move out of the area where they were established. This was identified as a cause of distress among children and whānau as they needed to engage in new educational spaces. Furthermore, entering a tight-knit or smaller community appeared to contribute to children and whānau experiencing a sense of othering due to the community’s knowledge of emergency and transitional housing locations.

This research found that clear and focused communication was an integral part of understanding the current needs and previous experiences of children and whānau impacted by homelessness. Communication was identified as essential to ensuring that educators and key staff members were equipped with the necessary information to work effectively and responsively as they taught and supported children and whānau. Furthermore, creating and maintaining open communication channels allowed whānau to share their needs and express their concerns with the schools their children attended. Communication between schools and whānau, between educators within the school, between educators and their learners, and between schools and support organisations was identified by the educators as an essential component of meeting the well-being and academic needs of children and whānau.

Progress towards and achievement of learning outcomes has been identified by the participating educators as particularly challenging for children experiencing homelessness. Educators discussed perceived gaps and barriers within the education system that impact their work, interactions with whānau, and children’s achievement outcomes.

Many educators described how they or their school had to step in to provide support and resources that they believed should have been provided by other government sectors. They explained that educational sites and educators in Aotearoa were involved in providing housing, social development, and health and disability supports. The participants shared experiences in which they also took on social advocacy roles by providing food and resources, and they worked to build connections with support services on behalf of and with whānau.

This research found that educators are undertaking roles that extend beyond the academic and social–emotional aspects of classroom activities and school community. Evidence gathered in this research enabled the development of recommendations for the education sector and other sectors in Aotearoa to better meet the needs of these children and their whānau. These include building knowledge of the scope and impact of homelessness into teacher education and professional development; increasing knowledge of the impact of trauma, trauma-related behaviours, and trauma-informed pedagogy in teacher education and professional development; creating resources to support the purposeful creation of a Culture of Care in schools; developing resources regarding working with whānau and children experiencing homelessness; establishing a robust support network that emphasises the importance of communication pathways within and between schools, agencies, and organisations; and developing agency and organisation systems and government policy focused on prioritising safe, affordable, and long-term housing in school zones.