The unique relations between early homelessness and educational well-being: An empirical test of the Continuum of Risk Hypothesis |
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| Affiliation: | 1. University of Pennsylvania, United States;2. University of Delaware, United States;1. Louisiana State University, School of Social Work, 206 Huey P. Long Field House, Baton Rouge, LA 70803, USA;2. Arizona State University, School of Social Work, 411 N. Central Avenue, Phoenix, AZ 85004, USA;1. University of Ottawa, Clinical Psychology Program, 136 Jean Jacques Lussier, Vanier Hall, Ottawa, Ontario K1N 6N5;2. Practice Research and Innovation, Centre for Addiction and Mental Health, 1001 Queen St. W., Unit 2-1, #161, Toronto, Ontario M6J 1H1;3. University of Toronto, Department of Psychiatry; Centre for Addiction and Mental Health, Schizophrenia Division, 1001 Queen St. W., Unit 2-1, #161, Toronto, Ontario M6J 1H1;4. Centre for Addiction and Mental Health, Professional Practice Office, 100 Stokes Street, #6321, Toronto, Ontario, M6J 1H1 |
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| Abstract: | This study examined the Continuum of Risk Hypothesis by assessing the unique relations between early homelessness and educational outcomes while controlling for co-occurring risks. An integrated data system was used to account for multiple co-occurring early risk factors for an entire cohort of first grade students in a large urban school district and municipality (N = 8267). Multilevel linear regression models indicated that the presence of some co-occurring risk factors explained the relation between homelessness and academic engagement problems in school. However, after controlling for co-occurring risks, an experience of homelessness was found to be uniquely related to social engagement problems in first grade. These results support the Continuum of Risk Hypothesis and stress the importance of early intervention for children with an experience of homelessness to foster their social development. |
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