The increasing number of homeless youth in the United States presents many social justice concerns, including issues of educational access, stigma, and self-advocacy. These problems become even more apparent when homelessness and educational attainment intersect. The McKinney-Vento Homeless Assistance Act of 1987 was enacted to address these concerns. While some schools attempt to implement the law to benefit homeless youth, clear limitations in service delivery remain. This article explores the perspectives of homeless youth who were trying to remain in high school. From a social justice framework using qualitative analyses, three focus groups were conducted at a transitional living program in a large urban area. Focus group transcripts were coded to capture key themes identified by youth. These include knowledge of McKinney-Vento rights, self-disclosure of homelessness, the negative effects of homelessness, and factors that protect youth from dropping out. Finally, the authors explore implications for school-based service providers.

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Helping people come to terms with multiple or major losses through bereavement work is described in this paper. It reports on an educational programme comprising a series of 10 workshops for eight learning disabled people. These workshops were designed to explore a wide range of issues surrounding loss. Accounts from group members are encouraging, and this seems to suggest that this approach is worthy of further study.

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