By Desiree Viramontes
American education is confronting a pressing yet often overlooked issue: the rising number of students who experience homelessness. According to a report this year from the National Conference of State Legislatures, more than four million students are affected in ways most of us cannot imagine. Under the McKinney-Vento Act, homeless children and youths are defined as those who lack a fixed, regular, and adequate nighttime residence. This definition includes children who:
- Share housing with others due to loss of housing, economic hardship, or a similar reason.
- Live in motels, hotels, trailer parks, or campgrounds because no alternative adequate accommodations exist.
- Reside in emergency or transitional shelters, or are abandoned in hospitals.
- Have a primary nighttime residence that is a public or private place not designed for regular sleeping—such as cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar locations.
- Are migratory children living in one of the above situations.
Homelessness among school-aged children has both immediate and lasting effects on learning and well-being. Students who experience homelessness are:
- nine times more likely to repeat a grade,
- three times more likely to be placed in special education,
- and four times more likely to drop out of school entirely.
In 2022, my work in Round Rock ISD in Texas gave me a close view of the complex barriers these students face. These barriers include unstable living conditions, limited access to learning resources, inconsistent attendance, and the emotional toll of insecurity—factors that together make academic success much harder to achieve.
The Dilemma of the “Unseen Scholars”
The phrase “unseen scholars” captures the reality of many students who, despite homelessness, remain intentionally invisible. They and their families often avoid drawing attention out of fear—of stigma, of social services becoming intrusive, or of negative consequences that might follow disclosure. That desire for privacy is powerful and understandable.
When educators and communities want to help, it’s vital to act with empathy and discretion. Acknowledging a student’s needs is a start, but effective support must preserve dignity and privacy. Students should not feel exposed because of their clothing, backpacks, or the supplies they need. Protecting their self-worth is as important as meeting their basic needs. The most successful efforts are those that provide help quietly, respectfully, and without singling learners out.
Learning Solutions for Comprehensive Support
As education evolves, so must our approaches to serving students who face instability. Their academic and emotional needs often extend beyond what traditional classroom structures can provide. To close these gaps, schools need flexible, culturally responsive, and accessible supports that meet learners where they are.
One effective strategy we introduced was an individualized tutoring program designed to be accessible, private, and responsive to diverse learning needs. The platform we adopted functions as a full-service tutoring solution that offers around-the-clock access, multilingual support, and text-based options that protect student anonymity. These features allow learners to ask questions and get help without drawing attention from peers or staff.
The results speak for themselves. Newcomer Spanish-speaking students have made significant progress with subject-area vocabulary and concepts. Students who previously struggled to get help outside of school hours found a dependable resource to reinforce learning. For many, this kind of discreet, personalized support transformed looming academic setbacks into measurable improvements.
Engaging Leadership for Equitable Learning Environments
School and district leaders have responsibilities that go far beyond setting academic goals. Their decisions shape whether students facing homelessness merely survive the school year or are positioned to thrive. Effective leadership translates empathy into action—creating policies and practices that remove barriers and expand opportunity.
Practical steps include establishing district resource centers and campus-level care closets. These spaces do more than hold supplies; they signal a school’s commitment to its students by providing clothing, hygiene items, food, and other essentials in a confidential manner. When schools pair such tangible supports with academic interventions—like tutoring and flexible learning options—they address both the social and cognitive needs of learners.
The pandemic accelerated changes in how education is delivered, pushing many districts toward hybrid models combining in-person and online learning. For students experiencing homelessness, hybrid learning can be a double-edged sword: it poses access challenges, but when implemented thoughtfully it also creates flexible pathways for continued learning. Many of these students display remarkable resilience and adaptability; educators can leverage that resilience by offering tailored, accessible learning opportunities that respect students’ circumstances.
When schools provide customized learning experiences that students can access anonymously and on their own terms, the chances of academic success increase. Quiet supports—such as discreet tutoring options and anonymously stocked care closets—help bridge the gap between vulnerability and opportunity.
The stories of students who have overcome instability to succeed academically are a powerful call to action. They remind us that with the right combination of leadership, respectful support, and targeted resources, every student can have a fair chance at learning, growth, and a brighter future—regardless of their background or housing status.
About the author
Desiree Viramontes currently serves on the Round Rock Housing Authority board and was the District Homeless & Foster Care Liaison at Round Rock ISD. She earned both her M.Ed. and undergraduate degrees from the University of Texas at Austin and is a PhD candidate at the University of Texas at Austin. She is committed to advocating for equitable opportunities for every student, teacher, and parent through community engagement, fair legislation, and quality education.