This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Homelessness is not a uniform experience. Even before the pandemic, student homelessness was increasing, and many schools were struggling to respond. Students experiencing homelessness may be particularly vulnerable to health-, wellbeing-, and education-related adversity brought on or exacerbated by the pandemic. To successfully implement the McKinney-Vento Homeless Assistance Act, schools should prioritize proactive identification and consider fostering an environment that frames policy supports as rights for students. Collaborations and data sharing with community providers can improve identification of students experiencing homelessness and ease access to resources and supports for families. Regular communication to build relationships with student-identified networks of trusted adults allows schools to tailor practices and supports in ways that meet individual needs. When weighing the risks and benefits of various models for reopening schools in the fall, plans must consider local COVID-19 conditions, available funding, and the realities of students' home environments. Deficit-oriented and stigmatizing practices may have adverse short- and long-term consequences for students and their families. [This report was co-prepared by the Southern Methodist University, Simmons School of Education and Human Development.]