To improve homeless students’ achievement, schools must balance academic and behavioral support, according to aby the National Center for Homeless Education at the University of North Carolina in Greensboro.
The report outlines how social-education programs—such as Positive Behavior Management and Support and Responsive Classroom—can be used to integrate interventions for at-risk students.
For example, the study notes that homeless students can benefit from being taught to monitor their own attention using a worksheet and regularly occurring musical tones. After each prompt, the student records whether he or she is on or off task.
A version of this article appeared in the August 06, 2014 edition of Education Week as Homeless Education