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Supporting Children Made Homeless

Temporary Accommodation Project
From ground up, working with schools to developing guidance for schools

Project focus:

This project focused on developing borough-wide guidance to support children and young people (CYPs) in Enfield who are experiencing homelessness or living in temporary accommodation (TA). The Educational Psychology Service, working in partnership with the School Improvement Service, aimed to reduce exclusion and discrimination, promote inclusive practice, and improve educational stability, wellbeing, and social inclusion within mainstream schools.

Definitions and research relating to the impact of homelessness for children:

Homelessness in the UK encompasses a wide spectrum of unstable living situations, including TA, rough sleeping, overcrowding, and hidden homelessness such as sofa surfing. Children are legally considered homeless when they lack a secure home where they can live with their family (Shelter, 2008). Definitions also include insecurity, unaffordability, and unsuitability of housing (Children in Scotland, 2012). Some families may lose their housing due to personal choice or conduct, which can create further barriers to support (Children’s Commissioner for England & Longfield, 2019; Self et al., 2025).

Research shows that homelessness has a substantial negative impact on children’s education. Pupils experiencing family homelessness have significantly higher absence rates, missing on average five additional school days per year, alongside increased unauthorised absences (Thomas, 2024). Frequent moves disrupt continuity of learning, weaken social relationships, and delay access to appropriate support due to difficulties retrieving school records (Children in Scotland, 2012; Focus Ireland & INTO, 2018). Unmet basic needs, such as food, sleep, warmth, and stability, further undermine engagement and concentration in school (Scanlon et al., 2021). Cramped and chaotic accommodation often lacks space for homework and may limit access to essential learning materials or technology (Children’s Commissioner for England & Longfield, 2019; Cross et al., 2022).

Homelessness also results in significant emotional and psychological strain. Children experiencing homelessness have higher levels of anxiety, depression, behavioural difficulties, and in severe cases, suicidal ideation (Bassuk et al., 2014; Self et al., 2025). The stress and trauma of instability, loss of possessions, and exposure to unsafe environments can generate “toxic stress” with long‑term developmental consequences (Bassuk et al., 2014). Children may feel shame and stigma, often concealing their situation from peers, which can lead to isolation, bullying, and diminished self‑esteem (Cross et al., 2022; Children’s Commissioner for England & Longfield, 2019). Frequent moves disrupt friendships and socialisation opportunities, further affecting emotional wellbeing (Scanlon et al., 2021). Parents’ psychological distress, stemming from financial strain and trauma, can also negatively affect parent–child relationships (Thomas, 2024; Bassuk et al., 2014).

Physical health risks are pronounced due to overcrowded, damp, or unsafe housing conditions. Homeless children experience higher rates of illness, including respiratory problems and susceptibility to infection (Scanlon et al., 2021; Shelter, 2008). Poor nutrition, limited cooking facilities, and long journeys to school contribute to fatigue and hunger, impairing learning and overall wellbeing (Scanlon et al., 2021). Hygiene may also be compromised due to restricted washing facilities, necessitating school‑based provision of toiletries (Focus Ireland & INTO, 2018).

Schools play a critical stabilising role. They provide emotional support, peer relationships, academic continuity, and access to basic needs such as meals, uniforms, and hygiene products (Children’s Commissioner for England & Longfield, 2019; Shared Health Foundation, n.d.). Trauma‑informed practice equips staff to understand behaviours linked to trauma and create safe, predictable classrooms (National Center for Homeless Education & Thistle‑Elliott, 2014; Children in Scotland, 2012). Inclusion strategies, including buddy systems, flexible attendance policies, and transport support, further enhance stability and belonging (Scanlon et al., 2021; Focus Ireland & INTO, 2018).

Housing instability presents significant barriers to education, including disrupted schooling, poor attendance, emotional distress, and limited access to resources. Local data highlighted the scale of the issue, with over 1,200 CYPs recorded as homeless in Enfield by February 2025, the majority aged between 5 and 10. This underscored the need for a coordinated, borough‑wide response.

Development of the guidance for schools and methodology:

The guidance was developed through a multi‑agency working group, with Eva Chow (Trainee Educational Psychologist), Lesley Iwuoha (Assistant Educational Psychologist) and Samatha Hill (Lead Advisor Education Safeguarding and Inclusion) contributing research expertise with oversight provided by Lucy Nutt (Head of School and Early Years Improvement Service) and Suzy Francis (Principal Educational Psychologist). The EPS element of the work included conducting a literature review, undertaking participatory research with school staff, and delivering a workshop to raise awareness and share evidence‑based strategies. Collaboration with schools, families, and external partners was central, with an emphasis on trauma‑informed practice, safe spaces for disclosure, named staff contacts, and continuity of support.

The work was underpinned by key psychological frameworks, including Hobfoll’s et al’s (2022) Five Principles of Recovery, ecological systems theory,) and Enfield’s trauma‑informed approaches, including the Attachment, Regulation and Competency Framework (Blaustein and Kinniburgh, 2019) ensuring the guidance was both theoretically sound, practically applicable and aligned with local strategic priorities and practice.

The workshop and guidance led to increased staff awareness and confidence in supporting pupils affected by homelessness. Schools reported more flexible and empathetic approaches to attendance and behaviour, improved multi‑agency collaboration, and early indications of reduced unauthorised absences and fewer school transitions. Evaluation through post‑workshop surveys demonstrated positive shifts in knowledge, attitudes, and practice, including the use of sensitive language and inclusive classroom strategies.

Information and guidance was developed for schools by Lesley Iwuoha (Assistant Educational Psychologist), Samantha Hill (Lead Advisor, Education Safeguarding and Inclusion) and Suzy Francis (Principal Educational Psychologist) and was launched in Autumn Term 2025 with ongoing stakeholder engagement and becoming integrated into the notification procedures to schools in relation to children moving into temporary accommodation.

Find out more about What Schools Can Do: Supporting Children Made Homeless (PDF, 187.13 KB).

References

  1. Bassuk, E. L., DeCandia, C. J., Beach, C. A., Berman, F., AIR’s Health and Social Development Program, & The National Center on Family Homelessness. (2014). America’s Youngest Outcasts: A report card on child homelessness. [US]. https://www.air.org/sites/default/files/downloads/report/Americas-Youngest-Outcasts-Child-Homelessness-Nov2014.pdf
  2. Blaustein, M., and Kinnniburgh, K. M. (2019) Treating Traumatic Stress in Children and Adolescents. 2nd Ed. The Guildford Press: New York.
  3. Children in Scotland. (2012). Homeless, Not Hopeless: How small changes can make a big difference in the quality of education for homeless students. https://www.childreninscotland.org.uk
  4. Children’s Commissioner for England & Longfield, A. (2019). Tackling the crisis of family homelessness in England. https://assets.childrenscommissioner.gov.uk/wpuploads/2019/08/cco-bleak-houses-report-august-2019.pdf
  5. Cross, S., Bywaters, P., Brown, P., & Featherstone, B. (2022). Housing, Homelessness and Children’s Social Care: Towards an Urgent Research Agenda. British Journal of Social Work, 52, 1988-2007. DOI: 10.1093/bjsw/bcab130
  6. Focus Ireland & Irish National Teachers' Organisation. (2018). Homelessness in the classroom. In A Resource for Primary Schools [Report]. https://www.focusireland.ie/wp-content/uploads/2021/09/Homelessness-in-the-Classroom.pdf
  7. Hobfoll, S. E., et al. (2022). Five Essential Elements of Immediate and Mid-Term Mass Trauma Intervention: Empirical Evidence. Psychiatry (Washington, D.C.), 84(4), 311–346. https://doi.org/10.1080/00332747.2021.2005387
  8. National Center for Homeless Education & Thistle-Elliott, L. (2014). Supporting Homeless Children and Youth through Proactive and Positive Behaviour Management and Intervention Practices. [US].
  9. Scanlon, G., McKenna, G., & Ward, T. (2021). Home works: A study on the educational needs of children experiencing homelessness and living in emergency accommodation. In Children’s Rights Alliance & The Community Foundation for Ireland, Children’s Rights Alliance.
  10. Self, T., Miles, H., & Harding, B. (2025). The relationships between youth homelessness and offending: A systematic review of the UK literature. Children and Youth Services Review, 168, 108032. DOI: 10.1016/j.childyouth.2024.108032
  11. Shared Health Foundation. (n.d.). “How to Support Homeless Families”: Guidance for local authorities, schools and primary care. https://sharedhealthfoundation.org.uk/publications/how-to-support-homeless-families-guidance-for-schools-and-gps/
  12. Shelter. (2008). Good practice briefing: Engaging with homeless children. https://assets.ctfassets.net/6sxvmndnpn0s/1tQHvjgopgBbf3ykD9gTWp/7e8ea8d0482a9ea60a83982b5c76fce8/Engaging_with_homeless_children_-_Guidance_for_education_professionals.pdf
  13. Thomas, I. (2024). Quantifying the Association Between Family Homelessness and School Absence in Wales, UK. International Journal on Homelessness, 4(1), 39-55. DOI: 10.5206/ijoh.2023.3.15382