LAUSR

Homelessness is a devastating problem that breeds far-reaching negative impacts on all aspects of children's lives, including their school experience. Fifteen homeless, African-American children in grades 3 through 6 were interviewed about their experiences at school, as well as their future educational and career aspirations. Findings of a grounded theory analysis reveal that these children struggled to envision a safe future through seeking predictability, personal connections, and academic achievement, and provide insight for interventions. The study examines the ways the children constructed meaning out of their school experience, understood their transitions, and set life goals. By understanding the ways these youth experience their school experience, psychologists, counselors, and educators can be better equipped to serve their needs by providing support services that support their development, by developing educational practices that shape realistic educational goals, and by moving toward systemic change through collaborating with administrators and other stakeholders.