4 Hidden Student Populations: Housing Insecurity

The section over Housing Insecurity and its impact on students and their success within higher education was an informative and eye-opening experience. Reading Breaking Night by Liz Murray was enjoyable as well as moving. Learning of her success and her perseverance through her book as well as some of her Ted Talks was moving and inspiring. Throughout the semester, I also read Addressing Homelessness and Housing Insecurity in Higher Education which reflected on ways to implement research into practice by assisting students who may be affected by housing insecurity or homelessness, or by food insecurity, which I learned affects an even higher percentage of students within higher education. At the end of the semester, I wrote about potential programs that could be founded at institutions to help address the issue of housing insecurity and homelessness.

Addressing the Issue of Housing Insecurity within Higher Education through the Implementation of a Trauma-Informed Campus

            When most people think of insecurity, they think of emotional insecurity. According to the Merriam-Webster dictionary, the standard definition of insecurity is “the quality or state of being insecure, lack of dependability or certainty, or a lack of safety or protection” (Merriam-Webster). Although many may not think of basic needs when they think of insecurity, food and housing insecurity are very common issues within higher education that many students face each day. Although many institutions have available resources in place to address the issues of basic needs support, the trauma and stigma that accompanies food and housing insecurity can often hinder students from reaching out for help. If higher education and student affairs practitioners had more trauma-informed training, they could implement a trauma-informed approach to work towards addressing the issue of housing insecurity on their campuses.

Trauma of Housing Insecurity

Although housing insecurity is often equated to homelessness, many people struggle with housing insecurity without even knowing it. Housing insecurity can create a great deal of stress for those affected and can negatively impact one’s mental and physical well-being. Due to its emotionally distressing nature, housing insecurity can easily be categorized as a trauma. Bessel van der Kolk (2014) states that trauma is “unbearable and intolerable” (p. 1). Traumatic experiences create hindrances and more complex problems, putting those affected in uncomfortable situations. College students know firsthand that higher education requires constant commitment, focus, energy, and time. Attending classes and working outside of school can be difficult, but those affected by housing insecurity will have a more difficult time keeping up with their courses and assignments. Although many institutions acknowledge the issues of food and housing insecurity, they may not comprehend the severity of their students’ struggles with basic needs. According to a survey administered by Goldrick-Rab et al. (2019), 48% of students from two-year schools and 41% of students from four-year schools reported food insecurity. 60% of those at the two-year institutions and 48% of those at the four-year institutions also reported housing insecurity. They note that those who participated in the survey reported rent and mortgage increases as the most common cause of housing insecurity (2019). Aside from rent-controlled apartments, there are no laws in place within the state of Oklahoma to protect tenants from rent increases (Neuman, 2022). Although rent-controlled apartments help some people with housing insecurity, usually one must qualify to rent them, and they can often have long waitlists.

The trauma inflicted due to housing insecurity and homelessness can cause even more problems for those affected. Lack of adequate, balanced meals can create health problems, which will inevitably cause more financial struggle, especially for those who may not have access to reliable healthcare or insurance. Students who may have access to healthcare on their campuses still may not be able to access care due to limited appointment availabilities and limited resources. Trauma is a public health concern, and unaddressed trauma can cause mental disorders, substance abuse disorders, and physical diseases (Substance Abuse and Mental Health Services Administration). Housing insecurity can create many issues for students, and equally there are many potential causes of housing insecurity.

Causes of Housing Insecurity for Students

Higher Education costs have drastically increased within the last few decades. When considering these rising prices, one must also consider the growing costs of housing. Another thing that has changed about higher education are the needs of students outside of the classroom. More students today have children and families. They have more financial responsibilities than the traditional college student, and they may not have monetary support from family to help them when needed. In addition to the barrier of increased housing costs, students can run into other problems when looking for affordable housing. They may not have renter history, a dependable guarantor or cosigner, or adequate savings to cover the costs of deposits and application fees (Office of Policy Development and Research, 2015). Students who do not have family to help them out with bills or other expenses will be more at risk of experiencing housing insecurity or homelessness.

Housing Insecurity to Homelessness

Most people view homelessness as those who might sleep on benches or sidewalks, but one can be homeless without ever having to be out on the streets. Hallett et al. (2019) defines homelessness as “a lack of fixed, regular, adequate housing” (p. 12). Students experiencing homelessness may get by without anyone noticing their struggles. Many may stay in their cars if they have one while others may stay in shelters. Others will seek shelter in hotels, or they will stay with friends or family, crashing on couches or in dorm rooms. Many who experience homelessness were not always homeless. Oftentimes homelessness is a symptom of housing insecurity, and housing insecurity is often a symptom of other issues. Hallett et al. (2019) states that “lack of stable housing is a symptom of issues in an individuals’ life that are created, influenced, or exacerbated by societal challenges” (p. 24). Life can change in an instant. Sometimes people find themselves in situations of financial instability. They may have to choose between paying a bill or buying groceries, and schoolwork added into these circumstances can worsen the struggles even further. Due to a fear of judgement from others, students who endure food and housing insecurity may not be comfortable asking for help, even if their institution has programs in place to support their needs.

Destigmatizing Housing Insecurity

Although many higher education institutions have been working towards resolving the issue of food insecurity throughout their campuses, Martinez et al. (2021) notes that many institutions have only recently begun to understand how extensively housing insecurity affects their student populations. Currently, there is still a need for developing a college student specific measure of housing insecurity, and without this measure, institutions will struggle to accurately identify the number of students who are at risk for housing insecurity or homelessness (2021). Another hindrance that institutions will run into when attempting to calculate the population of at-risk students is stigma.

As with most hidden student populations or underserved populations, even if there were an accurate form of measurement, these students may not wish to expose themselves or their struggles out of fear of being judged or pitied. Olfert et al. (2021) surveyed students across 22 institutions and out of those surveyed, only about 350 disclosed that they were living in a car, a shelter, etc. while also maintaining their academic responsibilities. They address that this figure is low, but they bring light to how previous research demonstrates that these students are reluctant to identify as homeless, which could also contribute to rates of housing insecurity being much higher than rates of homelessness amongst college students (2021). Another explanation could be that students who may be experiencing homelessness by couch surfing or staying with friends, may not consider themselves homeless if they never have to stay in a car or shelter. If more colleges and universities addressed the issue of housing insecurity and homelessness, then perhaps more students would feel comfortable disclosing the truth about their living situations. How can institutions work to destigmatize housing insecurity amongst their student populations? The easiest approach is to simply talk about the issue.

Much like substance abuse issues across college campuses, talking about food insecurity, housing insecurity, and homelessness is greatly uncomfortable for all involved. Students who experience these problems feel vulnerable and exposed when they ask for help, and those who work to address these issues may not fully understand them. Stigma surrounding issues on college campuses hinders higher education professionals from reducing harm, and it often hinders those affected from speaking up about their needs or from asking for help.

Housing Insecurity and Higher Education

Policies on Homelessness

While there have been a few policies passed to address the specific needs of homeless students, most federal homelessness programs do not specifically focus on students, and currently there is no federal policy specifically designed to address housing insecurity and homelessness within higher education (Hallett et al., 2019). The Higher Education Opportunity Act of 2008 allows homeless students to be eligible for federal TRiO support programs while the College Cost Reduction and Access Act of 2007 allows homeless students to be classified as independents, allowing them to apply for financial aid without the signature of a parent or guardian, which can be difficult for homeless students to obtain, especially for those who have no relationship with their families (Office of Policy Development and Research, 2015).  TriO programs can provide homeless students, and other students in need, with additional resources such as tutoring, course counseling, social supports, and scholarships, and under the Every Student Succeeds Act, TriO must give priority to homeless students (Hallett et al., 2019).

Although these policies can assist students with some of the challenges they face within higher education, student affairs practitioners are not always informed of these policies. The lack of a specific federal policy to address the issue of housing insecurity and homelessness for college students also creates a disconnect from the government and college campuses. Many times, the issue falls to the faculty and staff members to resolve. If more higher education professionals were trained to address the specific concerns of underserved student populations, then perhaps these students would be able to worry less about their basic needs and focus more on their education.

Trauma-Informed Approach

Higher education institutions are still working on how their faculty and staff approach those with specific needs and special circumstances. The implementation of a trauma-informed approach within their training programs could greatly improve how the concerns of underserved students are met. Hallett et al. (2019) notes how K-12 systems have been aware of how impactful trauma can be on the education experiences of students, but postsecondary institutions have not yet fully embraced trauma-informed frameworks into their practice. They also stress that “becoming a trauma-informed institution will not happen overnight, and it is not an isolated program housed in a specific department on campus” (p. 47). Transitioning into a more trauma-informed approach will take time and effort. They present a model for becoming a more trauma-informed campus in four stages: localizing, evaluating, implementing, and sustaining.

The most important step is becoming more familiar with the issue from a higher education perspective. Once practitioners gain a better understanding of the issue and how it directly affects their campus, they can begin to attempt to measure how extensive the issue truly is. It makes more sense to assess the problem before addressing it. Once institutions have a more trauma-informed approach, they can begin to implement it into their resources and support programs to reduce student housing insecurity and homelessness while also working to destigmatize the issue and promote more awareness on campus.

On-Campus Resources

While many institutions already have established programs in place to assist students with food insecurity, more of them would greatly benefit from the implementation of programs to help reduce housing insecurity and homelessness. Although not every student will experience the same problems with food and housing insecurity, these two issues often overlap. Hallett et al. (2019) mentions that campuses could easily merge these programs together and address both issues simultaneously.

Programs like on-campus pantries should be well-equipped with staff members who can provide information about resources for shelters or emergency housing options for those who may need these services. Some campus pantries require paperwork to be filled out by prospective clients, and they may ask for information regarding income. Some students, and even faculty and staff members, may not feel comfortable sharing personal information in exchange for help. They may feel exposed or ashamed. A different approach could be to design the pantry services like a community garden, where those who benefit from the services pay for them through volunteer work. Students and faculty could donate hours of their time in exchange for goods.

A potential limitation with this idea could be that those who need to utilize these services may not have time to spare. Also, the elimination of paperwork would greatly affect the collection of data regarding the number of those who utilize the services and how well the services address the issue of food insecurity. Pantries are opportunities for students to connect with other forms of support and blending resources together into one specific program could allow more students to become aware of all the services that may be available to serve them (Hallett et al., 2019). The merging of resources would allow institutions to provide information to students about what they have to offer on campus as well as what is available within the surrounding communities.

The McKinney-Vento Homeless Assistance Act has provided additional support and resources for homeless K-12 students. The program provides a multitude of services like transportation to school, school supplies, and uniforms when needed. The program also implements a point of contact, known as the homeless liaison, who students can go to for further information and aid (Hallett et al., 2019). Higher education institutions would greatly benefit from the appointing of a homeless liaison, or someone within student affairs who could advocate for the needs of their housing insecure and homeless student population. This practitioner could be a full-time staff member who would be present to assist students with questions regarding support programs, local food banks, available shelters, or just someone to talk to who truly understands the situation that they are experiencing.

Higher education costs and living costs have risen substantially within the last few decades and they will continue to rise. Students who come from special circumstances and situations, such as working students, students with children, and former foster youth, may find that obtaining a college degree will mean more than classes and homework assignments. Without financial support from friends and family, they may find themselves without the means to provide for their basic needs. If more institutions could implement a trauma-informed approach within their practice, then they could better serve those impacted by food insecurity, housing insecurity, and homelessness within their student populations.

Reflection

This class has taught me so much about food insecurity, housing insecurity, and homelessness in higher education. Before I took this course, I never really thought about these issues and how they affect college students. One of the most informative things that I have learned about housing insecurity and homelessness is just how vast these problems are within higher education. As an undergraduate, I never really thought of these issues or how they could have been affecting my peers. I have also learned that I have personally experienced housing insecurity at times within my adult life, but I was lucky enough to have support from family to help me in my times of need. The Trauma-Informed Approach Model is something that I will take away from this class and I will try and implement it into my personal practice when I begin working in higher education and student affairs.

The readings from last semester regarding trauma and its effects on students and their academic performance reminded me of many of the articles that I have read this semester regarding student engagement and inclusivity. I have learned that although higher education professionals aim to serve the needs of their students, many of them are not aware of the adversities that some students face within their personal lives. More significant training regarding trauma and how it can negatively impact students’ academic success is needed. Colleges and universities need students to stay enrolled. To ensure that more students can remain in their degree programs, more institutions need to implement more basic needs support programs. If the basic needs of more students are met, then more students will be able to succeed within higher education. This will ultimately lead to higher retention and completion rates. Another important aspect of student success is student engagement. Students need to feel included to succeed. If they do not feel like they belong, they will be more likely to withdraw. Stigmatized student populations, like those facing housing insecurity or homelessness, those recovering from substance abuse, and former foster youth, have a greater risk of feeling as though they do not belong. Institutions need to address these stigmas and create more inclusive campus environments to ensure that these students feel welcome and that their voices are heard.

A few of the options available for housing insecure and homeless students within higher education that I have learned about from this course are emergency housing options, where students can access available rooms in dormitories if their institution has availability to meet their needs, and safe park programs, where students sheltering in vehicles can safely park on campus, while security can monitor lots for potential safety hazards. Although these options are beneficial to those who may not have a more ideal alternative, higher education institutions need to do more to address the issues of student housing insecurity and homelessness.

Hallett et al. (2019) states in their book that higher education professionals should begin with the “dreaming stage” before worrying about constraints. I would love to see a program started where people could register a guestroom or guesthouse into a database, similar to apps like Airbnb or VRBO. This program would allow homeless students to search available rooms nearby where they could seek shelter. Those who register available rooms would have to fill out paperwork and authorize a background check to participate in the program. I feel like this could potentially be a great option for colleges to build stronger connections with the local community, and together they could work on addressing homelessness. Like Hallett et al. (2019) suggests, colleges and universities could even partner with hotels by registering available rooms that are currently not being rented out to other guests.

With the knowledge that I have gained from this semester, I now have better ideas of what I should be asking interviewers when I am discussing available positions. I will ask more specific questions about what their institutions are currently doing to address the needs of their underserved student populations. I hope to continue researching about homelessness and housing insecurity and what institutions are doing to resolve these problems on their campuses.

Resources

Goldrick-Rab, S., Baker-Smith, C., Coca, V., Looker, E., and Williams, T. (2019). College and University Basic Needs Insecurity: A National #RealCollege Survey Report. The Hope Center.

Hallett, R., Crutchfield, R., and Maguire, J. (2019). Addressing Homelessness and Housing Insecurity in Higher Education: Strategies for Educational Leaders. Columbia University Press.

Martinez, S.M., Esaryk, E.E., Moffat, L., and Ritchie, L. (2021). Redefining basic needs for higher education: It’s more than minimal food and housing according to California university students. American Journal of Health Promotion, 35(6), p. 818-834.

Merriam-Webster. (n.d.). Insecurity. In Merriam-Webster.com dictionary. Retrieved April 20, 2022, from https://merriam-webster.com/dictionary/insecurity

Neumann, K.D. (2021, March 18). How Much Can a Landlord Raise Rent? What to Know About Rent Increase Laws. Realtor. https://realtor.com/advice/rent/rules-on-raising-rent/

Olfert, M.D., Hagehorn-Hatfield, R.L., Houghtaling, B., Esquivel, M.K., Hood, L.B., MacNell, L., Soldavini, J., Berner, M., Roskos, M.R.S., Hingle, M.D., Marr, G.R., Waitz, J.F., Knol, L.L., Walsh, J., Kern-Lyons, V., Paul, C., Pearson, K., Goetz, J.R., Spence, M., Anderson-Steeves, E., Wall-Bassett, E.D., Lillis, J.P., Kelly, E.B., Hege, A., Fontenot, M.C., and Coleman, P. (2021). Struggling with the basics: Food and housing insecurity among college students across twenty-two colleges and universities. Journal of American College Health, p. 1-12. DOI: 10.1080/07448481.2021.1978456

Office of Policy Development and Research. (2015). Barriers to Success: Housing Insecurity for U.S. College Students. U.S. Department of Housing and Urban Development. huduser.gov/portal/periodicals/insight/insight_2.pdf

Substant Abuse and Mental Health Services Administration. (2014, July). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. SAMHSA. C:/users/19186/Downloads/trauma%20informed%approach%20sma14-4884.pdf

Van der Kolk, B. (2014). The Body Keeps the Score. Viking Press.

ACPA and NASPA (2015) Competency Statement:

This course, like all of the others concerning the hidden student populations, could tie in all of the competencies but the ones concerning ethical foundations, social justice and inclusion, and advising and supporting stick out for me when I think about the materials covered in this course. Practitioners need to approach students from a place of care, but they also need to do it in a way where the students will not feel targeted or singled out. Knowledge concerning social justice and inclusion would allow practitioners to promote awareness of potential issues that students might be facing and this would help destigmatize some of these problems also.