September 25, 2020

The number of homeless students in the Poplar Bluff R-I School District was lower than administration expected for the last school year, but that isn’t an anticipated trend.

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The number of homeless students in the Poplar Bluff R-I School District was lower than administration expected for the last school year, but that isn’t an anticipated trend.

Attendance Officer Misty Dodson presented to the school board during its last meeting about the migratory and homeless program with the district.

Homelessness, by educational standards, is defined as somebody who is lacking fixed, regular or adequate nighttime residence, Dodson said.

This does not mean they’re living on the streets.

For instance, a family primarily living in a shelter or “transitional housing,” such as a hotel, would still be considered homeless.

According to board documents, about 89 students were identified as homeless for the 2019-20 school year. That’s compared to 71 the year prior.

There were no migrant students identified.

Dodson said about 16 students have been identified as homeless already this school year.

She said the district’s numbers were low last year because there was no identification of homeless students between March and May, while school was out for the COVID-19 pandemic.

The numbers are expected to increase, she continued, after cuts to the unemployment payments — which were increased as a result of the pandemic.

Identifying these students is largely done through word of mouth, Dodson said, by teachers and staff talking to students then coming to her.

Dodson and her department then work to get the student qualified for free meals, ensure they have regular transportation to school and address other needs they have.

They can also be referred to school social workers who can help the student or family connect with community resources for additional help.

According to Dodson’s report, all students identified last year were linked to those resources.

Some, it continues, did remain “doubled up due to economic hardship, but the children’s educational and social emotional needs were identified and addressed.”

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