This story is part of the “90 for All” series, which examines the challenges facing traditionally underserved students, particularly low-income and homeless students, English language learners, students of color, and students with disabilities.
The four students quoted in this story come from states across the country, but they all have two things in common: First, they used to be homeless. Second, they found a way to graduate high school and enroll in college anyway.
They recently joined nine of their peers—all participants in SchoolHouse Connection’s Youth Leadership and Scholarship Program—to share their stories on Capitol Hill. The event was livestreamed, which you can view below:
Hannah, 20: “Every child has the potential to rise above their personal circumstances.”
Run. This was the first thought that entered my mind when the neglected motel came into view. I wondered, as a child, why anyone would want to stay in a place like this. It was not until I was a teenager that I realized that these were not places where people spent their vacation, or used as a pit stop overnight; this is where people lived. And now I was one of them.
It was not my first motel or the last. Having so much responsibility and anxiety from my living situation caused me to find solace in education, where I could escape from my chaotic home life. It pushed me to apply myself at school so I could have more opportunities for my future. My ultimate goal is to help others, and the best way I can think of achieving this is by becoming an educator. Every child has the potential to rise above their personal circumstances and be successful in life, but sometimes a teacher needs to show them that.
Asher, 21: “I resorted to sleeping on the roof of a nearby church.”
I started my journey of being chronically homeless my junior year of high school by residing in a car that I solely used for sleeping. The distance from my place of rest to school was approximately three miles, and I used my gift of running to get there, rain or shine.
As winter approached, I was faced with the dilemma of finding more sufficient shelter from the cold and more opportunities for my education…I was able to reside in my biological family’s home for a few weeks before being booted out once again. For a month, I was jobless, hungry, tired, and resorted to sleeping on the roof of a nearby church. The mother of one of my cross-country teammates noticed that my shoes were worn down, which raised her suspicion to the point where she gave me rides. Eventually, I started living with this family.
Since elementary school I have wanted to pursue a career in the medical field so I can help others, whether physically or mentally.
Kendall, 20: “My past did not make me bitter; it empowered me.”
My mom made everything tolerable despite the personal cost to her to afford us a somewhat stable and functional childhood. I saw my mom go hungry to make sure we ate, cry at nights worrying about how she would manage, unaware that we saw her pain. She cleaned people’s homes and offices for little to provide for us, and that is where we slept at night.
Dance is my passion and it allows me to escape and express my feelings and emotions without fear or reservation and allows me to be me. And it helped me to cope with being indigent and displaced. My past did not make me bitter; it empowered me and presented an insight to what I desired to be. Dealing with the mental and physical pain I endured paved my path to medicine. I will dedicate time to helping organizations centered on battered women and family shelters, consulting on rehab treatments, support, education and life services.
The message I want to impart is not giving up. Everything takes time. Always remember that, as Jackie Robinson said, “A life is not important except in the impact it has on other lives.”
Sasha, 20: “Faith and determination have made me victorious and not a victim.”
As a young child, in my native country of Sierra Leone, war was evident all around me. At the age of eight, I was reunited with my mother for the first time in America. Jobs were not easy for my mother to obtain. Even the job she managed to obtain was not enough to provide for four children. As a result, we were forced from our home.
At the age of ten, I was forced to be an adult. At times, I failed to attend school, because as the oldest child, I had a lot of responsibility. I moved in and out of school twelve times. Instability in school also caused me to lose some of my high school credits, leaving me with no options but to retake those classes.
My lack of childhood education and homelessness has every reason to bring me down, which it once did, physically, psychologically, and emotionally. However, I’ve learned that the past does not define who I am. Despite what I have been through, faith and determination have made me victorious and not a victim. The best I can do to be successful in my life’s journey is to earn a college degree. Going to college will provide me with the means to pursue a career in nursing.
Learn more about the GradNation State Activation initiative
The GradNation State Activation initiative is a collaboration between America’s Promise Alliance and Pearson to increase high school graduation rates by encouraging statewide innovation and collaboration, sharing that knowledge and replicating what works, and developing successful models all states can replicate.
Join the GradNation Learning Community
To get more news about graduation rates and effective practices to increase them, join the GradNation Learning Community, a hub for sharing strategies and successful practices. Just send an email to Krista O’Connell with your name, email address and organizational affiliation. To join the conversation on Twitter, use #GradNation.
The 5 Promises represent conditions children need to achieve adult success. The collective work of the Alliance involves keeping these promises to America’s youth. This article relates to the promises highlighted below:
These six platform areas are based on the collective experience and expertise of individuals at organizations engaged with young people across the country, the experience of young people themselves, and our own research. The platform areas are a statement of best practice – they are what has been demonstrated to work to improve graduation outcomes for young people.:
In the hot seat today: Tim Finchem, the retired third commissioner of the PGA TOUR, whose contributions to the PGA TOUR, its tournaments and players, and the broader world of golf catalyzed a remarkable commitment to the positive development of children and youth
From 2011 to 2018, something remarkable happened in Chicago: graduation rates skyrocketed from 56.9 percent to 78.2 percent.
This inspiring 21 percentage point increase in young people earning a diploma did not happen in a vacuum.
Join two School District of University leaders – Gary Spiller, executive director of the Office of Student Support and Innovative Services, and Nancy Cambria, director of communications – as they discuss the district’s use of social-emotional practices, prioritization of youth voice, and its emphasis on supporting the health and well-being of all children.
Last month, we publicly launched the YES Project with a panel at ASU + GSV that focused on the power of connection and how the business community, educators, policymakers, and philanthropists can help link youth to new opportunities.