Within our programs, we cannot singlehandedly reverse every trauma or uncertainty for families experiencing homelessness. However, we have a moral responsibility to respect and embrace the cultural, linguistic, and socio-economic differences that weave the tapestry of our classroom communities. 

Often, the first thing an educator seeks out are strategies, for example, “What strategies can I use when working with a child who is homeless?”

This is a well-intentioned but misguided place to begin. Children are not objects to be managed, or situations to have tactics for. They are people with unique lives and points of view. While it is undoubtedly useful to have a variety of tools in your toolbelt, harvesting these skills without reflecting on them is impersonal, providing no connection to the issues at hand. Drawing on my own experiences working in a program that exclusively served children experiencing homelessness, I recommend three considerations to all educators.