Home: Hope, Outreach and Meaningful Engagement

Abstract

Rising student housing instability in the United States, particularly among Black/African American K–12 students, creates major barriers to accessing the rights and resources guaranteed under the McKinney-Vento Homeless Assistance Act of 1987. This chapter examines how district leaders can better identify and support Black/African American students experiencing homelessness through professional development and practices that advance social-emotional well-being, equity, and belonging. Focusing on a Midwestern urban public school district where more than 1,000 students are estimated to be homeless, this qualitative case study draws on critical race theory and ecological systems theory to analyze stakeholder perspectives, district policies, and semistructured interviews. The study explores how district leaders, school staff, and community stakeholders work together to identify and respond to student homelessness, while also examining the beliefs, values, and knowledge gaps that can either enable or constrain effective action. Findings highlight the need for stronger identification practices, more sustained professional development, and district-wide support systems that address both structural inequities and students’ immediate needs. The chapter offers practical recommendations for district leaders seeking to foster more inclusive and responsive school environments. In doing so, it contributes to broader discussions about how educational leadership can strengthen professional learning and influence practices that better support students experiencing homelessness, particularly Black/African American youth.