ERIC Number: ED676788
Record Type: Non-Journal
Publication Date: 2025
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Increasing Access to Higher Education for Students Experiencing Homelessness: Utilizing Transition Plans to Empower Students
W. T. Woelki; R. E. Hallett; A. M. Aviles
Pullias Center for Higher Education
This brief is designed for educators who want to support the educational aspirations of students experiencing homelessness. While educational transition plans have previously been utilized to support students with special needs and those exiting foster care, this tool has rarely been leveraged to address the unique needs of students experiencing homelessness and housing insecurity. A transition plan enables educators to guide students in articulating goals, identifying potential challenges, accessing resources, and taking consistent steps toward turning their goals into reality. Transition plans allow for the development of tailored strategies that recognize each student's individual strengths and challenges. This collaborative and holistic transition process enables educators the ability to co-create personalized plans with students. The process empowers students to pursue postsecondary opportunities confidently. By centering the student's voice in the planning process, this tool supports meaningful and actionable transition planning that aligns with the students' goals and aspirations.
Descriptors: Access to Education, Higher Education, Homeless People, High School Students, School Transition, Individualized Programs
Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: University of Southern California, Pullias Center for Higher Education
Grant or Contract Numbers: N/A
Author Affiliations: N/A


