ABSTRACT
This chapter presents a portrait of a Head Start classroom dedicated to serving the children of chronically homeless families, among the poorest and most stressed families in America. Teacher concern about the effects of poverty on the children they taught ran across our data set. In a study of social-emotional learning, Denham et al. identified three "profiles" of preschool children: Social-emotional Learning (SEL) Risk group; SEL Competent-Social/Expressive group; and SEL Competent-Restrained group. Chronically homeless children have much in common, but they also differ dramatically. Commonality arises from living with parents who are deeply wounded and who have serious difficulty supporting and keeping their families together. Finally, the chapter explores three specific issues and the tensions associated with them important to programs that serve children like those living at Hawthorne House. Children exhibiting increased problem behaviors during childhood are at risk for poor developmental outcomes later in life including antisocial behavior, mental health problems, school failure, poor peer relations, and unemployment".
