To improve homeless students’ achievement, schools must balance academic and behavioral support, according to a new research and policy report by 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.
