Homelessness is an early Childhood Crisis

HOMELESSNESS IS AN

EARLY

CHILDHOOD CRISIS

Babies, Brains and Bridges

Nancy A. Hubley, Esq.Education Law Center

www.elc-pa.org

Nicole AndersonEducating Children and Youth

Experiencing Homelessness Initiative

November 2013

Interag

ency

Strateg

ies fo

r Chan

ge

NAEHCY Con

feren

ce – A

tlanta

2013

SESSION OVERVIEWBabies

*Importance of “relationship – in all of our work

Brains:

* Importance of “now” – brain research

Bridges:

* Importance of rights and responsibilities

across service systems

TRUE / FALSE:

SHARING WHAT WE KNOW

HOMELESSNESS - DEFINEDSame definition child serving federal laws

“lack a fixed, regular, adequate night time residence”

McKinney-Vento (access to preschool)Head Start (eligible; priority; plan)IDEA – Parts B and C (find, EI & FAPE)Your state law: does it include young children experiencing homeless?

• Homeless children are entitled to a free appropriate public education, including a preschool education. [§ 721(1)]

• Homeless children must have equal access to the same public preschool programs, administered by the State agency, as provided to other children in the State. [§ 722(g)(i)(F)(i)]

• LEAs must provide students in homeless situations with transportation services comparable to those provided to other students. [§ 722(g)]

MVA: RIGHT TO ACCESS PRESCHOOL

MVA: STATE RESPONSIBILITIESState Coordinators: must coordinate with social

services agencies, child development, preschool program personnel and other agencies to provide comprehensive services to preschoolers [§722(f)(4) and (5)(A)]

Homeless liaisons: must ensure children expereincing homelessness, receive educational services for which they are eligible, including Head Start, Even Start programs and preschool programs administered by the LEA. [§722(g)(6)]

EARLY INTERVENTION MANDATES

States Must:1. Locate, identify and evaluate children experiencing

homelessness2. Make EI services available 3. Ensure appropriate EI services are based on scientifically

based research.4. Ensure the meaningful involvement families experiencing

homelessness in planning and implementation of Part C5. Include a representative of the State’s McKinney Vento

Coordinator in the SIC

BABIES• Babies are Infants, toddlers and preschool children under

age 6

40-55% of all children experiencing homelessness

• Young children come accompanied by an adult – “in relationship”

Most often with single mother, fleeing domestic violence

• Increasing research focuses on importance of adult-child relationship

Strength of relationship is critical to all future learning

THROUGH THE EYES OF THE LITTLEST RESIDENTS

HOMELESS MOTHERS: CHALLENGES o Single, late 20’so 2 young childreno Multi-generational povertyo Parental neglect; childhood abuseo Domestic and community violenceo Limited educationo Barriers to employmento Unhappy relationshipso Frequent health problems

David, et. al, 2012

More likely to experience health problems Now and later (Adverse childhood experiences - ACE) Environmental conditions (e.g., 2X more likely EBLLs) Higher use of emergency room services

At greater risk for major developmental delays 4x the rate of physical developmental delays 3x the rate of emotional/behavioral problems 2x the rate of learning disabilities

IMPACT OF HOMELESSNESS

MORE IMPACT - EMOTIONAL

High rates of parent-child separation 22% separated from families

High rates of exposure to trauma, transition, and abuse

More likely to exhibit extreme emotional distress

BRAINS OF BABIES• Poets and romantics – “the celestial openness of a

child’s mind”• Critical window of opportunity for development –

prenatal and beyond 700 new new neural connections formed every second – first days!Capacity for change decreases with age (e.g. 2nd language?)

• Babies remember!• Even before birth - (e.g. recognize mother’s voice;

Dr. Seuss)• Brains remember beyond a “photograph” of an event • Environment = stable or fragile foundation for

healthy development• Early childhood experiences – matter for a life time!

• Plasticity means it is easier and more effective to influence the developing brain in early childhood

• Stable, nurturing, responsive relationships in early childhood can prevent and REVERSE harmful effects of stress and improve learning, behavior, and health

• Toddlers with secure, trusting relationships with caregivers experience minimal stress hormone activation when frightened

BRAINS – WHAT WE KNOW

ADVERSE CHILDHOOD EXPERIENCES (ACE)o Study: Large investigation into the associations between

childhood maltreatment and later-life health and well-being

o Findings: Certain experiences are major risk factors for the leading causes of illness and death as well as poor quality of life in the United States

o Conclusion: Many of the worst health and social problems are consequences of adverse childhood experiences.

MAJOR FINDINGS

Adults with ACE scores of 4 or higher were:o 2x as likely to be smokers than those with 0 ACEso 7x more likely to be alcoholico 10x more likely to hav`e injected street drugso 12x more likely to have attempted suicideo Various increased rates of early death from

leading diseases – less likely to reach age 65

> 4 “ADVERSE CHILDHOOD EXPERIENCES”….More likely to experience health problemsHigher use of emergency room services

Sick 4 x’s more often (respiratory, ear infections, gastrointestinal)

At greater risk for major developmental delays 4x the rate of physical developmental delays 3x the rate of emotional/behavioral problems 2x the rate of learning disabilities

MORE INFORMATION:The Adverse Childhood Experiences Study: http://www.acestudy.org/home

“The Lifelong Effects of Early Childhood Adversity and Toxic Stress” - Pediatrics – The Official Journal of the American Academy of Pediatrics (2012)

Research shows early learning experiences:• Make a difference in a child’s brain and life

outcomes• Offer positive experiences with peers • Offer positive, stable, nurturing adults• Support positive parenting and parent/child

relationships • Connect families with schools, agencies, and

services • Screen and address developmental delays and

disabilities

RIGHT TO EARLY LEARNING EXPERIENCES - WHY DOES IT MATTER?

“An environment of stable, stimulating, and

protective relationships builds a strong

foundation for a lifetime of effective learning.”

Dr. Jack Shonkoff, Protecting Brains, not Simply Stimulating Minds

RELATIONSHIPS MATTER

Improved adult–child interaction can produce:

• Improved physical growth• Enhanced mental development• Improved health • Better behavioral development

USING WHAT WE KNOW TO CREATE CHANGEYoung children without homes are at high risk.Quality early education programs and stable relationships can be protective and enriching.

We need to connect more children experiencing homelessness to stable, stimulating and protective relationships at home and in early ed programs

CROSS-SYSTEM SOLUTIONSMULTI-SYSTEM CHILDREN AND FAMILIES

WITH COMPLEX NEEDS o Head Start & Early Head Starto Child Careo IDEAo Early Intervention Serviceso State Pre-Kindergarten Programso Other Early Care and Education

Partners

BRIDGES COLLABORATIVE: MISSION

“We think broadly and deeply about meeting the needs of children birth to five who reside in shelters, doubled up situations, or who lack housing that is fixed, regular, or adequateWe aspire to be a catalyst for change and alignment among systems to improve developmental outcomes and resilience of these vulnerable young children and their familiesWe share responsibility and work collaboratively to create a culture that supports and nurtures cross-system and innovative state and local policies, practices, and resources that promote resiliency and school success for young children experiencing homelessness.”

BRIDGES – IMPACT ON STATE POLICY

State Task Force: (Act 123) Education of Children and Youth Experiencing Homelessness (July 5, 2012)

http://www.legis.state.pa.us/WU01/LI/LI/US/HTM2012/0/0123.htm

(First) State Policy: (OCDEL 13-#01)Young Children Experiencing Homelessness (May 9, 2013) [email protected]

WHAT’S GOING ON IN YOUR STATE?• Does your state have an early education

policy for young children exp. Homelessness?

• Does your state include preschool children 3-5 in education initiatives regarding homelessness?

• How are your state and local homeless liaisons doing to reach out to early education providers? Early Intervention? Head Start? To work with Child care subsidy programs?

STRATEGIES FOR EARLY CHILDHOODPROVIDERS

o Keep slots open for homeless studentso Provide awareness training and collaborate with early care

and community preschools o Coordinate with IDEA EI Providers for Child Findo Know your district’s identified Homeless Liaisons. Provide

enrollment forms and informational brochures, send flyers home in backpacks of school-aged students

o Invite McKinney-Vento Coordinators and/or District Liaisons to serve on Advisory Councils, Boards, Community Assessments

o Pool resources to provide cross-training

STRATEGIES FOR IDENTIFYING PRE-K HOMELESS CHILDREN

Partner with family shelters to identify young children

Partner with faith-based groups and other who serve children in poverty and do outreach

Develop community awareness of McKinney-Vento eligibility and rights to access preschool programs, including early intervention.

Nancy A. Hubley, Esq.Pittsburgh Director

Education Law Center429 Fourth Avenue

Suite 702Pittsburgh, PA 15219

[email protected]

Nicole AndersonRegion 4 CoordinatorEducation for Children

and Youth Experiencing

Homelessness Program

Pittsburgh, PA 15120

[email protected]

CONTACT US:

A NOTE OF APPRECIATION

The creation of this presentation is a culmination of the collaborative efforts

of the following:Education Law Center

University of Pittsburgh’s Office of Child Development

PA Education for Children and Youth Experiencing Homelessness Program

(Region 4)