Addressing Housing Stability for College Students with Experiences of Foster Care

Background and Purpose: Research consistently estimates high rates of housing instability for young adults who experienced homelessness and foster care as children (Dworsky et al., 2013; Skobba et al., 2023). A college degree can have a significant impact on housing stability and long-term outcomes, including increased employment possibilities, better physical health, and less reliance on public assistance (Prince et al., 2019; U.S. Bureau of Labor Statistics, 2022); yet homelessness can be a significant barrier to degree completion for young adults with fewer financial and emotional supports. Limited studies report unmet housing needs as a growing concern and critical to postsecondary educational success for students with experiences of foster care (Piel et al., 2020; Unrau, 2017), however, specific interventions and housing solutions are not well understood.

Methods: The current study aims to explore programming and community context of a university-led rapid rehousing program serving young adults (18-24) with a history of foster care and homelessness. An intrinsic case study design was used with administrative data, program documents and reports, as well as interview and observation data to inform the case. Inductive analysis was used to sort and review administrative and qualitative data into themes. Strategies to increase trustworthiness of the findings include maintenance of an audit trail, reflexivity, triangulation by observer, and use of exemplar quotes for transparency and evidence of the identified themes.

Results: The rapid rehousing program served 71 young adults and dependent children across two years, providing case management, rental assistance, and supportive services related to education, employment, life skills, healthcare, mental health, and supportive relationships. Participants were primarily female (63.38%), Latinx (73.23%), and nearly half were parenting (45.45%). Five themes emerged regarding program development and community context. The program aimed to enhance community partnerships across the university and with other colleges, child welfare agencies, and children’s court. Broader community impacts included increasing awareness of youth homelessness and impact on education, as well as ecological considerations to addressing needs. Innovative partnerships addressed gaps in services identified by young adults, including low bono legal services and a mobile health clinic. The importance of youth voice was operationalized with peer advocates informing programming and serving on advisory boards. Caregiving was a prominent focus of resources with nearly half of young adults parenting and 81% of dependents under the age of two. Systematic barriers were navigated through increased collaboration, advocacy, and braided funding.

Conclusions and Implications: Findings enhance understanding of housing solutions for young adults with experiences of foster care and housing instability while pursuing postsecondary education. The complexity of trauma history, housing instability, and caregiving responsibilities compound challenges in pursuing postsecondary education. Through enhanced collaboration across systems and professionals, interventions addressing the needs of young adults with experiences of foster care who are also experiencing housing instability may increase access and support towards educational goals. Research has an important role in contributing to institutional and community change, emphasizing gaps as well as what can be accomplished when collaborating across systems and young adults are engaged in program development and advocacy.