'Whatever We Need to Do for Them': A Case Study of McKinney-Vento Service Providers at Four Oregon School Districts. Brief 3: Students Navigating Housing Instability Series
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| Title: | 'Whatever We Need to Do for Them': A Case Study of McKinney-Vento Service Providers at Four Oregon School Districts. Brief 3: Students Navigating Housing Instability Series |
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| Language: | English |
| Authors: | Marisa Molnar, Richard Bargielski, Oregon Department of Education |
| Source: | Oregon Department of Education. 2025. |
| Availability: | Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: https://www.oregon.gov/ode/reports-and-data/Pages/default.aspx |
| Peer Reviewed: | N |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Descriptors: | Homeless People, Federal Legislation, At Risk Students, Student Needs, Barriers, Intervention, Services, School Districts, School Personnel, Resources, Role, Eligibility, Student Transportation, Access to Computers, Access to Internet, Trust (Psychology), Language Usage, Cultural Differences, Financial Support, Interpersonal Relationship, Burnout, Housing |
| Geographic Terms: | Oregon |
| Laws, Policies and Program Identifiers: | Stewart B McKinney Homeless Assistance Act 1987 |
| Abstract: | This brief utilizes surveys to McKinney-Vento liaisons and interviews with district and school staff to understand what supports they provide, how those supports are accessed, and what barriers continue to exist to support students. Key takeaways include: (1) Districts provide considerable services to address immediate challenges. Longer-term supports are more likely to be addressed by referring students to outside resources; (2) Many districts rely heavily on individual staff members to connect externally to resources and internally to students, families, and staff in schools. These responsibilities often pull support providers in opposite directions; (3) Districts with less access to resources or community support often rely directly on staff members, which is likely to lead to burnout and potential risk of losing staff; and (4) Statewide, many of the barriers identified in providing and accessing supports can be attributed to systemic barriers and a lack of systemic supports. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676947 |
| Database: | ERIC |
| Abstract: | This brief utilizes surveys to McKinney-Vento liaisons and interviews with district and school staff to understand what supports they provide, how those supports are accessed, and what barriers continue to exist to support students. Key takeaways include: (1) Districts provide considerable services to address immediate challenges. Longer-term supports are more likely to be addressed by referring students to outside resources; (2) Many districts rely heavily on individual staff members to connect externally to resources and internally to students, families, and staff in schools. These responsibilities often pull support providers in opposite directions; (3) Districts with less access to resources or community support often rely directly on staff members, which is likely to lead to burnout and potential risk of losing staff; and (4) Statewide, many of the barriers identified in providing and accessing supports can be attributed to systemic barriers and a lack of systemic supports. |
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