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Luanna H. Meyer, Ph.D

Evaluation, Research, Culture, Inclusion, Behavior

Child Homelessness in Paradise

By Luanna H. Meyer Ph.D

Since early August, nearly 100 people including 12 families previously living on Kakaako streets have been moved to shelters and other types of housing. By summer 2016, up to 20 modular units will be constructed on Oahu’s leeward coast as temporary housing for 75-90 people in families now living in tents near the Waianae Boat Harbor. Estimates are that there are up to 600 homeless people, including children, in just these two regions alone.

So far, Housing First efforts to place up to 75 individuals (state funds) and 115 households (Honolulu city funds) by the end of October would accommodate only about 2 percent of Hawai‘i’s homeless population. The Sand Island shelter will house 100 individuals, but not families with children. Pets will be allowed, so some dogs and cats will have a roof over their heads when so many children continue to be homeless.

In August, the state Public Housing Authority discussed prioritizing its waiting list for homeless families with children over adults, with the goal of ending homelessness for children. It could take as much as a year for the formal process of changing the authority’s rules to allow this. Other possibilities for families include building on a small industrial plot at Pier 38 and renovating a building on Nimitz Highway—not exactly child-oriented neighborhoods.

Hawai‘i’s “Homeless Point-In-Time Count” reports that the number of “unsheltered children” homeless increased on Oahu and the Big Island by 18% and 180% respectively in 2014. Only Kauai reported a decline in children living unsheltered: rather than looking to the mainland for advice, we should ask Kauai. As for the total number of homeless children, the Homeless Service Utilization data from UH and Hawai‘i’s Department of Human Services reports that one-fourth of the 14,282 homeless persons statewide accessing services in 2014 were children. That’s approximately 3,570 children living without permanent housing. Hawai‘i is heading for 2,000 foreclosures in 2015; how many will be resident families joining the ranks of the homeless?  

For children, homelessness has devastating effects physically, developmentally, socio-emotionally, and educationally. Living homeless is not safe for children. Poverty already puts children in harm’s way: research documents that these risks multiply for those who are also homeless. In infancy and early childhood, homelessness affects developing brains, health, emotional well-being, and school readiness. During the school years, homelessness causes stress, disrupts school attendance, and a 3-5 month achievement decline with every school change. Homeless children are twice as likely to develop learning disabilities, repeat a grade, and be suspended from school; 50% experience depression and anxiety. One in five preschoolers requires professional care for emotional problems. Homeless children disproportionately experience malnutrition, ear infections, environmental toxin exposure, and chronic illnesses like asthma. Homeless teens are less likely to finish school and more likely to be in the criminal justice system. Unless abuse is involved, it would be unfair to remove homeless children from their families—leaving them with neither a home nor parents.

For families, one root of the problem is the lack of affordable housing. The parade of advertising for obscenely priced condos in formerly affordable areas is clearly not targeting typical families. The state controls 1.54 million acres statewide and 85,000 acres on Oahu alone; surely some of this land could accommodate affordable housing, such as the 80 buildable acres of residential-zoned land at Waimano Ridge.

It is unconscionable to allow children to be homeless. Permanent housing for families with children needs to be our top priority. We may also need a moratorium on building more luxury housing without simultaneous development of affordable housing for typical families.

Luanna H. Meyer

Hawaii Kai

Brief bio published by the Star Advertiser in October 2015 with the above op-ed:

Luanna H. Meyer, Ph.D., of Hawaii Kai, is an education professor emerita of Victoria University of Wellington, New Zealand; she also has been a professor of the universities of Hawaii, Minnesota and Syracuse.

It’s Shameful that Homeless Keiki not being Given Placement Priority

By Luanna H. Meyer Ph.D

This op-ed piece was published in the Honolulu Star-Advertiser on July 19, 2015, p. E2.

Luanna H. Meyer, Ph.D.

Homeless Keiki not being Given Placement PriorityProgress in ending homelessness in Hawai’i is disappointingly slow.  Meetings of the Hawai’i Interagency Council on Homelessness (HICH) have become a metaphor for that lack of progress, but a surprise on the June agenda featured three goals apparently agreed by agencies managing various initiatives to address homelessness: (a) end veteran homelessness in 2015; (b) end chronic homelessness in 2016; and (c) end homelessness for families with children in 2020.  The Council accepted the priorities without deliberation. Surely this process is inappropriate for a representative body appointed by the governor to drive remedies for homelessness in Hawai’i.  And the order or urgency in these priorities—putting children last—is simply wrong!

            We probably agree that our veterans deserve a home after all they have done for their country. Given existing programs, it is probably feasible to end homelessness for veterans in 2015. But why is ending homelessness by 2016 for chronically homeless individuals a higher priority than homes for families with children who—according to these goals—could wait until 2020?  Many children could spend five more years living “in the rough” in tents, using public toilets, exposed to unsafe environments putting them and their futures at risk.  Remember, 5 years is one-third of the developmental period of a child but only 8% of the lifespan of a chronically homeless 62 year old adult.  It is unfair, immoral, and unbelievably uncaring to continue to justify homelessness for children while we worry about older adults.  Or are we just a society of old people who care only about ourselves, while our children suffer with what little is left over after we meet our needs?  This is even more puzzling given that most homeless families with children need only “shallow” supports such as an affordable place to live and a chance to catch up financially.

            We have services for individuals with chronic mental health and addiction needs, some of whom refuse treatment and temporary housing but assert the right to instead occupy bus stops and beach parks (with up to 150 vacancies in temporary shelters nightly).  On average, 50 new homeless people arrive in Hawai’i each month—600 new homeless every year.  Hawai’i has been placing approximately 60 homeless persons into housing monthly, but this may be a revolving door unless initial Housing First funding is renewed indefinitely for chronically homeless individuals described by the HICH as unable to contribute to housing costs. Supported employment could be an alternative as a model that has for decades successfully engaged people with disabilities in meaningful paid work.  Why is it acceptable to have low expectations for chronically homeless adults? 

Transition housing at Sand Island is planned, but for adults.  An additional option for families could be to develop the 80 buildable acres of R-5 residential zoned state-owned land at Waimano Ridge, grossly underutilized since the 1990s.  Environmental and archeological assessments were completed in 2014 towards renovating buildings to relocate state office personnel.  Other vacant structures could be renovated for transition housing including 4 vacant dormitories (33,000 square feet).  And, with key assessments already completed, building new affordable family housing could be fast-tracked and ready for occupancy, nearby other residential subdivisions, schools, public facilities, transportation, and employment.  Sand Island alone will not meet housing needs. 

            The stated priorities must be revisited and the public invited to contribute, as there are good ideas and people willing to help.  It is a national scandal that we allow so many children to spend their lives in poverty.  It will be our very own homegrown scandal if we fail to put homeless children first and give them a chance. 

Meyer Children First HNL news 7.19.2015

Link to original article Honolulu Star Advertiser.

Featured Publications

By Luanna H. Meyer Ph.D

_Meyer_Teacher_Restorative Classroom Discipline Build a positive, accountable classroom environment with restorative discipline!

With restorative discipline, schools move beyond punitive approaches to shared expectations for learning and behavior. Used together with The School Leader” Guide to Restorative Discipline, this teacher’s guide shows how to create a welcoming and responsible community within your classroom, contributing to a consistent, schoolwide approach to discipline.

Authors Luanna Meyer and Ian Evans offer field-tested strategies that transform classroom dynamics. Topics include:

  • A step-by-step approach to introducing restorative discipline in your classroom
  • Developing peer support and group problem-solving among students, including preventing and stopping bullying
  • Collaborating with administrators and colleagues on schoolwide behavior expectations
  • Partnering with families and neighborhood organizations to support positive student conduct
  • Managing effective individual interventions with students, including four key principles for success

This comprehensive guide helps teachers introduce and sustain a proven approach to discipline, preparing students for achievement in school and life.

Meyer, L.H., & Evans, I.M. (2012).  The Teacher’s Guide to Restorative Classroom Discipline.  Thousand Oaks, CA: Corwin Press. www.corwin.com/books/Book236775

[Also reviewed in PsycCRITIQUES http://dx.doi.org/10.1037/a0029820 ]

 

Luanna_Meyer_School_Leader_Restore_Discipline

A positive model for restorative discipline

If you would like a more effective way to deal with discipline issues than “old school” punishment, this book is for you. The authors provide a research-based and field-tested model that gives school leaders more productive alternatives to reprimands, exclusion, and out-of-school suspension. This positive program helps improve behavior and keep students in school. This guide’s model covers school-wide prevention, restoration, and intervention needs for students with emotional, behavioral, and conduct disorders (such as bullying) as well as developmental disabilities and autism. Key topics include:

  • The latest research on the effectiveness of restorative discipline
  • How to implement a comprehensive, school-wide discipline plan
  • Ways to support and sustain the plan with teacher teams
  • Networking with community services such as child protection, child welfare, juvenile justice, and mental health professionals

This program has high social validity and utility for actual school and classroom settings. In addition to content learning, students need to learn appropriate behavior and social skills to succeed in school and in life. This book offers a solid, proven, and humane program that benefits students and keeps the focus where it should be—on learning.

Meyer, L.H., & Evans, I.M. (2012).  The School Leader’s Guide to Restorative School Discipline.  Thousand Oaks, CA: Corwin Press. www.corwin.com/books/Book236774

[Also reviewed in PsycCRITIQUES http://dx.doi.org/10.1037/a0029820 ]

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Testimonials

This is one of the most comprehensive and useful books on implementing a school-wide discipline program I have read. It shows how to prevent and respond to serious situations.

— The School Leader’s Guide to Restorative School Discipline, Mary Reeve, Director, Special Education and Gifted Services 2011-11-14

Luanna H. Meyer, Ph. D

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Publications by Topic

Achievement and Motivation in Schools
Behavior Problems and Restorative Practices in Schools
Culturally Responsive Schools and Inclusive Education
Children’s Social Relationships and Friendships
Higher Education Policy and Practice
Special Education for Students with Severe Disabilities

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