pproximately one quarter of individuals experiencing homelessness are under the age of 18 (U.S. Department of Housing and Urban Development, 2015). Nationwide, the total number of students experiencing homelessness who were enrolled in local educational agencies (LEAs) during the 2013-2014 school year was more than 1.3 million (U.S. Department of Education, 2015). Students experiencing homelessness may face health concerns (Cutuli et al., 2016), emotional and behavioral challenges (Herbers, Cutuli, Narayan, Monn, & Masten, 2014), and academic needs (Cutuli et al., 2013) that can impact their education. Homelessness can also prompt internalizing and externalizing problems, difficulty forming relationships with peers, and withdrawing behaviors (Chow, Mistry, & Melchor, 2015; Tobin & Murphy, 2013). Furthermore, homelessness is commonly linked to school mobility (i.e., the frequent transitioning among various schools), which may create greater problems in the classroom and with academic achievement (Fantuzzo, LeBoeuf, Chen, Rouse, & Culhane, 2012). These challenges and others require school counselors to find ways to meet the unique needs of students experiencing homelessness.