In this qualitative case study, I examined how a large urban county designed and implemented a homelessness-response strategy and the extent to which the strategy incorporated students experiencing homelessness and public education systems. Drawing on document analysis and 22 interviews with policymakers, service providers, and education leaders, the study found that, despite high rates of student homelessness, PreK-12 education agencies were largely excluded from planning, governance, and implementation. Schools were positioned as peripheral referral agents in a system oriented toward visible, street-based adult homelessness. Definitional misalignment, siloed funding, and concentrated leadership authority constrained shared motivation and joint action. Using a collaborative-governance lens, the study highlights structural barriers to integrating education systems into local homelessness responses.
Earl J. Edwards (Thu,) studied this question.