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Cognitive and academic functioning of homeless children compared with housed children

D H Rubin1, C J Erickson, M San Agustin

  • 1Department of Pediatric Emergency Medicine, Flushing Hospital medical Center, Flushing, NY 11355, USA.

Pediatrics
|March 1, 1996
PubMed

Insights

Homeless children show similar cognitive abilities but significantly lower academic achievement compared to housed children. Factors like frequent school changes and grade repetition impact their performance.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Sociology of Poverty

Background:

  • Rising rates of family homelessness in the U.S. necessitate understanding its impact on children.
  • Limited data exists on the cognitive functioning of children experiencing homelessness.
  • This study addresses the gap by examining cognitive and academic performance in homeless children.

Purpose of the Study:

  • To determine the effect of homelessness on cognitive functioning in children aged 6-11.
  • To assess the impact of homelessness on academic achievement in the same age group.
  • To compare cognitive and academic outcomes between homeless and housed children.

Main Methods:

  • A controlled study comparing 102 homeless children (living in shelters) with 178 housed children in New York City.
  • Utilized standardized instruments to assess cognitive abilities (verbal and nonverbal intelligence) and academic achievement.
  • Data collected between August 1990 and August 1992.

Main Results:

  • No significant differences were found in verbal or nonverbal intelligence between homeless and housed children.
  • Homeless children demonstrated significantly poorer academic achievement in reading, spelling, and arithmetic compared to housed children.
  • Academic deficits were associated with school changes and grade repetition, not solely with days missed or length of homelessness.

Conclusions:

  • Homelessness does not appear to affect cognitive functioning in children.
  • Homeless children face significant academic performance challenges.
  • Interventions addressing school stability and grade repetition may improve academic outcomes for homeless children.
Abstract

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