Lived Experiences of Families with Young Children Facing Housing Instability: Literacy and Social Service Access

Abstract Early literacy and whole-family wellness and stability practices from birth to five form the foundation for children’s later academic, social, behavioral, and psychological well-being. Families experiencing homelessness or housing instability (H/HI), often face chronic stress and trauma that create significant barriers to supporting early learning, compounded by limited access to literacy resources and social services. This study examined the intersection of H/HI and early literacy by identifying challenges families face in accessing support systems, determining what assistance they need, describing family activities that promote early learning and development, and exploring families’ perceptions of early childcare learning opportunities. A needs assessment survey was developed and implemented with adults caring for children aged 0 to 5 who are experiencing H/HI. Findings show substantive barriers to accessing essential support systems, including financial instability, extensive paperwork, and long wait times. Participants reported unmet needs in areas such as childcare, transportation, legal services, job training, and housing assistance due to a variety of personal and systemic barriers. The findings underscore the urgent need for cross-sector collaboration among early childhood educators, literacy specialists, and social service providers. Identifying and addressing these barriers can guide the design of integrated literacy and social service supports that promote family stability and early learning opportunities for young children in families experiencing homelessness or housing instability.