Fantuzzo John, Leboeuf Whitney, Brumley Benjamin, Perlman Staci
University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States.
Child Youth Serv Rev. 2013 Jun 1;35(6):966-972. doi: 10.1016/j.childyouth.2013.02.016.
Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children's academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children's homeless experiences.
儿童无家可归与教育福祉是一个国家研究领域，需要进行更精确的调查以解决混合研究结果的问题。本研究的目的是通过确定无家可归事件的时间和频率是否与儿童的学业和课堂参与结果存在差异关联，来扩展对无家可归与教育福祉之间关系的调查。这项调查使用了一个综合研究模型，来研究这些无家可归事件特征在一个大型城市学生队列中的影响。此外，本研究考虑了同时出现的早期风险因素。研究结果表明，在幼儿期首次经历无家可归与数学不达标和学业参与问题有关。而且，更频繁的无家可归事件与三年级逃学有关。这些结果强调了对无家可归儿童进行早期干预的重要性，并突出了进一步了解幼儿无家可归经历差异的必要性。
