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Activity 1: Choose a Path – Rhiannon’s Story

20 mins

Learning Objective

Students will explore the challenging decisions faced by people experiencing homelessness.

Materials / Resources

  • Blank paper or digital document to record responses
  • Markers, pens, or pencils (if using paper)
  • Printed or projected list of Rhiannon’s Scenarios

1. Read and consider the following real-life scenario of a person experiencing homelessness.

“Hi, I’m Rhiannon! I’m a 39-year-old woman living in Melbourne with my husband and two young children. Recently we had to move out of our rental property as it had become too expensive, and we are now living out of our car.

I work in a supermarket making minimum wage. My husband is unable to work due to a workplace injury he sustained, and the claim is currently in court, so we have not received compensation. Because of the financial position we are in, we are always having to choose between one thing or the other. It’s really tiring and very stressful.”

2. Choose a path

Think about Rhiannon’s situation above. Then individually, in pairs or small groups imagine you are Rhiannon and choose the best path forward when faced with the following Scenarios 1 – 5.  Choose either Option A or Option B. Justify your answer.

SocialJusticeHub_EffectsofHomelessness_ChooseaPath by Social Justice Hub

3. Think deeply – consider / discuss the following questions

  • How would each decision affect Rhiannon’s mental and physical health?
  • How might Rhiannon feel if she had to make these kinds of decisions every day?
  • How does not having a stable home affect Rhiannon’s family’s future?
  • What are some long-term effects of having to make these choices daily?
  • Did any choices surprise you? Why?
  • How do these scenarios connect to what we’ve learned about homelessness and mental health previously?
  • What would need to change in society / government to prevent people from having to make these decisions?
  • How can communities better support people facing these challenges?

Summary:

When people are facing poverty or homelessness, they often don’t get to make ‘good’ choices — just hard ones where they have to give something up. Being in this situation means having to make tough decisions every day. Sometimes, they have to choose between two important needs, like food or medicine. Understanding how hard these choices are can help us be more caring and think about how we can support people better in our communities.

Activity 2: SHM Video – The Effects of Homelessness with Brenton

45 mins

Learning Objective

Students will understand the effects of homelessness and the support provided through some of the programs at Sacred Heart Mission.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video – SHM: Effects of Homelessness with Brenton

1. Before watching – Check your Understanding of the following Key Vocabulary (15 mins)

  • Chronic Health Conditions — health problems that last a long time and need ongoing care, like asthma or diabetes.
  • Pneumonia — a serious illness that makes it hard to breathe because the lungs are infected.
  • Preventative Health Care — medical care that helps stop health problems before they happen, such as regular check-ups or vaccines.
  • Transient — moving from place to place without a permanent home.
  • Disadvantage — when someone doesn’t have the same chances as others to be healthy, safe, or successful.
  • Underlying — something that is not obvious at first but is causing other problems (e.g., an underlying health issue).
  • Tenancy — the right to live in a house or apartment under a rental agreement.
  • Optometrist — an eye doctor who helps people see better by testing their eyes and giving them glasses or contact lenses.
  • Wellbeing Hub — a place where people can go to get support for their health and mental wellbeing.
  • Evaluation — checking something carefully to see how well it is working or what needs to be improved.
  • Collaborative — working together with others to reach a goal.
  • Holistic — looking at the whole person — their physical, mental, and emotional health — instead of just one part.
  • Quality of Life — how good or comfortable someone’s life is, including their health, happiness, and safety.
  • Nutrition Advice — guidance on eating healthy foods to keep your body strong and healthy.
  • Surviving to Thriving — going from just getting by each day to feeling healthy, happy, and stable.
  • Impact — the effect or change that happens because of something.
  • Access — being able to get or use something, like health care or support services.
  • Support Services — organisations or people that help with things like health, housing, or finances.
  • Case Manager — a person who helps someone plan and manage the support they need.
  • Mental Health — how someone feels emotionally and mentally — it affects how we handle stress, relate to others, and make choices.

2. Watch the Video

Brenton from Sacred Heart Mission housing program talks about the effects of homelessness and the way the Sacred Heart Mission Wellness Place supports participants journey from Homelessness.

  • GreenLight is a supportive housing program run by Sacred heart Mission that supports people to transition from homelessness to housing.
  • HomesFirst is a Government program focused on supporting people to find a safe and secure home.

3. After watching answer the following questions based on the Video (17 mins)

Copy of SocialJusticeHub_EffectsofHomelessness_MultipleChoice by Social Justice Hub

1. Why might homelessness create a cycle where physical and mental health problems keep getting worse?

Write your response below

2. In what ways can flexible and patient healthcare services improve outcomes for people who have experienced homelessness?

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3. Brenton mentions that once people are housed, they can start addressing their health issues. Why do you think housing is such an important first step?

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4. How does trauma-informed care, such as patience and flexibility from service providers support people who have experienced homelessness engage more fully with support services?

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5. Reflect on the holistic approach taken by the Wellness Place. Why is it important to address both physical and mental health when supporting people who have experienced homelessness?

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4. Further investigation (10 mins)

Brenton mentions Greenlight and HomesFirst. Research and find out:

Who are Greenlight and HomesFirst programs provided by?

Write your response below

What is the primary focus of the GreenLight and Homes First programs, and how do they support people experiencing homelessness?

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How does the GreenLight and Homes First program collaborate with other services, such as the Wellness Place, to provide holistic support?

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What is the advantage to the community in general of having such programs?

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How do programs like GreenLight and Homes First support people experiencing homelessness to move from “surviving to thriving”?

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Activity 3: SHM Interview with Liu at The Wellness Place

25 mins

Learning Objective

Students will reflect on the importance of empathy, patience, and flexibility when supporting people transitioning out of homelessness.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video – SHM: Interview with Liu at The Wellness Place

In a recent interview with Liu at The Wellness Place speaks about a key service at Sacred Heart Mission that supports people experiencing homelessness regain their physical and mental strength. In the interview Liu answers a number of questions in detail.

  1. Read through the interview
  2. Highlight any new words / phrases. Look them up and make a note of their meaning
  3. Then create three further questions that you would like to ask Liu

Example questions:

  • What inspired you to become involved in supporting people through the GreenLight and HomesFirst programs, and how has this work impacted your perspective on homelessness?
  • From your experience, what are some of the biggest challenges that people face even after they secure housing, and how does the program help address those ongoing struggles?
  • If there was one thing you could change or improve about the way support services operate for people experiencing homelessness, what would it be and why?

Interview with Liu at The Wellness Place

4. Further Reflection

  • How does the Wellness Place support people’s overall well-being, not just their physical health?
  • Why is it important to treat everyone with understanding and dignity when they are accessing support services?
  • What are some of the small but important things that can make a difference in someone’s life when they are transitioning out of homelessness?

Activity 4: Research and Present – The Effects of Homelessness

45 mins

Learning Objective

Students will research and present how homelessness affects different aspects of life.

Materials / Resources

  • Large format paper / digital format such as Canva / Piktochart etc. for recording research
  • Markers, pens, or pencils
  • Internet access

1. Individually, in pairs or small groups research an effect of homelessness (35 mins)

Choose one impact from the following:

  • mental health
  • physical health
  • financial impacts
  • impacts of crime

(Remember these areas are often connected, meaning that challenges in one area can lead to problems in another.)

  • Find out:
    • What challenges a person faces when experiencing this kind of impact
    • How might the impacts affect a person’s life
    • What are some of the short term, medium term and longer term impacts a person might experience with this kind of challenge?
    • Identify which group / s of people are impacted most in this way?
    • How might a person be feeling as a result of these impacts?
    • How many people (who have experienced homelessness) have encountered these impacts – find statistics based in Melbourne / Australia / Internationally

Organise your researched information onto an infographic to show the effect of homelessness in a readable and interesting way. Use Canva / Piktochart / similar. Include a one sentence introduction.

2. Present your research (10 mins)

Facts on the effects of Homelessness to support research

This Module – The Effects of Homelessness can help deepen your understanding of homelessness and the challenges people experiencing homelessness face.

Activity 1: Journey from Homelessness – debunking myths

15 mins

Learning Objective

Students will explore common challenges people face after securing housing and debunk myths surrounding life after homelessness.

Materials / Resources

  • Markers, pens, or pencils
  • Whiteboard or large format paper for group responses
  • Printed or projected list of Myths vs Facts – Journey from Homelessness

1. Think about (5 mins)

  • What do you think happens after someone moves into stable housing?
  • What challenges might they face?

2. Debunking Myths (10 min)

Individually, in pairs or in small groups discuss and sort statements into Myth or Fact

Then consider the realities behind each statement. How do myths impact public perceptions of homelessness and support systems?

Myths vs Facts – Journey from Homelessness

Activity 2: Investigating the Reality of the Journey from Homelessness

25 mins

Learning Objective

Students will be able to critically evaluate myths about life after homelessness and present factual researched information to debunk these myths.

Materials / Resources

  • Markers, pens, or pencils
  • Whiteboard or large format paper for group responses
  • Printed or projected list of Myths vs Facts – Life after Homelessness (from Activity 1)

Activity 3: Reflection on the Journey from Homelessness

25 mins

Learning Objective

Students will reflect on the impact of myths about homelessness, explore how challenging these myths can foster a more inclusive society, and identify ways to support individuals journeying from homelessness through empathy and community involvement.

Materials / Resources

  • Markers, pens, or pencils
  • Blank paper or digital document to record responses
    • Printed or projected list of Myths vs Facts – Journey from Homelessness (from Activity 1) and student research (from Activity 2)

1. Reflect on how myths about homelessness affect people experiencing homelessness. Then write a short response using the following questions as a guide:

  • How can challenging myths help create more inclusive and supportive communities?
  • What was the most surprising part of a person’s journey from homelessness? Explain
  • Which stage of journeying from homelessness seems the most challenging? Why?
  • How can individuals and communities help in supporting people journeying from homelessness?
  • How can empathy help a person journey from homelessness?
  • How can we use this knowledge to support people journeying from homelessness in our communities?

Reflection – Journey from Homelessness 9/10

Write your response below

2. Extension (optional)

Brainstorm ways to raise awareness about the reality of the journey from homelessness in your school or community.

Activity 4: Personal Story – Luke’s Journey from Homelessness

Learning Objective

Students will be able to identify key challenges and support systems in the journey from homelessness, reflect on the importance of stable housing and community support.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video – Luke’s Story: Youth Homelessness and the Journey to Independence

Understanding Luke’s Story

1. How does Luke describe himself as a young person, and what does this tell us about his experiences growing up?

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2. What role did Barnardos play in Luke’s transition to independent living?

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3. How did having stable housing change Luke’s outlook on life and his responsibilities?

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4. Luke talks about feeling a sense of debt and wanting to “pay it forward.” What does this mean in the context of his journey?

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Thinking Critically

5. Why is it important for young people to have access to transitional housing programs like Outplace?

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6. Luke mentions that having his own tenancy helped him transition into adulthood. What are some of the key life skills that stable housing can help a person develop?

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7. In what ways do myths about homelessness create barriers for people who are trying to rebuild their lives?

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8. What role does community support play in helping individuals move forward from homelessness?

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Reflection

9. How does Luke’s story challenge common assumptions about people who have experienced homelessness?

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10. Imagine you are designing a community program to support young people transitioning out of homelessness. What three key elements would you include, and why?

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11. What are some ways individuals and schools can help break down stereotypes about homelessness and create a more inclusive society?

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12. How does Luke’s journey demonstrate resilience, and what can we learn from his experience about overcoming challenges?

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This Module – Journey from Homelessness can help deepen your understanding of homelessness and the challenges people experiencing homelessness face.

You can explore the topic further by continuing to the next Module – The Effects of Homelessness

Activity 1: Youthquake – a different lens

40 mins

Learning Objective

Students will explore how young people today are engaging in activism and advocacy, especially using digital tools.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video – Youthquake – A Different Lens (Generation Series)

Consider the following questions

  • What is advocacy?​
  • Why is it important?​
  • What are the different forms of advocacy?​
  • How does Sacred Heart Mission use advocacy? ​
  • How you can be an advocate?

1. Introduction (10 minutes)

  • Define advocacy: What does it mean to be an advocate? Who can be an advocate? How do young people get involved in advocating for causes they care about?
    • Supporting, promoting, and defending the rights of people or a cause. Advocacy can create meaningful social, political, and environmental change.
  • Discuss the importance of trauma-informed language when advocating for sensitive issues, such as homelessness. Encourage the use of humanising language (e.g., “person experiencing homelessness” instead of “homeless person”).
    • Humanising language (e.g., “person experiencing homelessness” instead of “homeless person”) treats the person experiencing homelessness with respect.
  • Aim of youth advocacy – to lead to positive change in society and the importance of using one’s voice.
    • To lead to positive change in society and the importance of using one’s voice.

Quick Questions

  • Why do you think it’s important to stand up for something unfair or unjust?
  • What are some challenges you might face when trying to help?
  • Can you think of any examples of people speaking up for what’s right?

You can copy and paste the questions and write your answers into the text box below

Quick Questions – Youth Advocacy 9/10

Write your response below

An example of Advocacy in our Melbourne Community is the work by SHM

Advocacy plays an integral role in much of the work done at Sacred Heart Mission (SHM). There are many ways SHM support and speak on behalf of our community.

Some of the ways Sacred Heart Mission advocates on behalf of our community are:

  • Participating in research and evaluation
  • Working collaboratively with other like-minded organisations and peak bodies, sharing knowledge, and working towards joint goals.
  • Raising public awareness of key issues through signing and sharing petitions or holding events.
  • Writing directly to the media or politicians
  • Contributing to Victorian and Commonwealth inquiries, such as Royal Commissions

2. Watch the Video, Youthquake – A Different Lens (Generation Series) (11 mins 50 secs)

Video Synopsis – ‘Young people have always been activists – is this generation any more successful at activism than any other? And are they doing enough to make the politicians actually listen? “Youthquake” could either be a new revolution, or just another passing phase’

3. Answer the following questions based on the Video ‘Youthquake’ (18 mins)

Check for understanding

1. What are the main tools young people today use to spread their message of activism?

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2. How does the video describe the role of digital media in the activism of today’s youth?

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3. What are the key differences between activism today and in previous generations?

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4. In what ways does the video suggest youth activism is impacting political leaders and societal change?

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5. What is meant by the term “Youthquake” in the video?

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Think deeply

6. Do you think the digital tools used by today’s youth are truly effective in creating lasting social change, or do they only offer temporary solutions? Justify your answer.

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7. Consider the idea of activism as presented in the video. Do you believe today’s generation is more politically active than previous generations? Why or why not?

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8. The video questions whether youth activism today is just a “passing phase.” Based on what you’ve seen in the video, do you think this activism will last and evolve into long-term change? Explain your reasoning.

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9. How might the use of digital media in activism impact the way people view issues like homelessness? What are both the positive and negative aspects of using these tools for advocacy?

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10. Given the challenges faced by youth activists in making politicians listen, what strategies could young people adopt to make their voices heard more effectively?

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11. How do you think the intersection of activism and social media influences young people’s understanding of societal issues and their ability to advocate for change?

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One more thought

12. The video discusses the potential for change driven by youth activism. In your opinion, how can we ensure that youth activism is inclusive, respectful, and sensitive to the experiences of marginalised groups, such as those experiencing homelessness or other forms of hardship?

Write your response below

Activity 2: A Case Study – the work of Youth Activist Anjali Sharma

20 mins

Learning Objective

Students will see an example of a young climate advocate and the importance of young voices in addressing systemic issues.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video – Suing the government and fighting for a climate safe future | Anjali Sharma | TEDxYouth@Sydney

1. Watch the Video, Reflect and Discuss

One of Australia’s youngest and high-profile climate advocates, Anjali shares her powerful journey of overcoming the limitations society puts on young people, and women of colour, to speak up and call for meaningful change.

Note: Although the video focuses on the environmental causes that Anjali advocates for, it demonstrates how speaking up and advocating for change can influence and shape any social issue.

Check for understanding

1. What challenges did Anjali Sharma face in her journey to becoming an advocate?

Write your response below

2. How did she overcome these challenges?

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Think deeply

3. Anjali talks about the disproportionate impact of climate change on young people and communities experiencing disadvantage. What do you think she means by this?

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4. How can young people, especially those who have already experienced disadvantage, be more effective in advocating for environmental justice and other types of justice?

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5. How can the power of one young person’s voice influence government policy or public opinion?

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Activity 3: Choose your Advocacy Action

Learning Objective

Students will brainstorm and plan an advocacy activity related to homelessness.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils

1. Read different types of Advocacy Actions (5 mins)

  • Word of Mouth Advocate: Talk to your friends and family. Use kind words to explain homelessness and break down stereotypes. Remember, someone experiencing homelessness is a person just like you!
  • Social Media Advocate: Jump online and share info about homelessness. You can create posts, share stories, or even donate virtually to organisations that help.
  • Fundraising Advocate: Organise a casual clothes day or any other event at school! Every dollar raised helps someone experiencing disadvantage.
  • Event Advocate: Join local events during Homelessness Week or Economic Justice Week. (rather than anti-poverty week – is this acceptable?) Show your support and raise awareness.
  • Petition Advocate: Sign petitions online or get creative and start your own petition to push for change.
  • Communication Advocate: Write a letter or email to your local council member or MP (Member of Parliament). Let them know you care about homelessness and urge them to take action.

2. Create an Advocacy Action (10 mins)

Work individually, in pairs or small groups to create an action plan from the Option A or Option B below.

Option A: Fundraising Advocates

Plan a school fundraising event that also raises awareness about homelessness.

  • Possible ideas: Art exhibition, casual clothes day, short video contest, bake sale, etc.

Option B: Email Advocates

Draft an email to your local council member urging them to take action on homelessness.

4. Group Presentations (10 minutes)

Present your advocacy campaign idea to the class / peers.

Questions to ask during presentations:

  • What is the core message of your campaign?
  • How will your campaign raise awareness about the issue? (through digital tools, events, petitions, etc.)
  • How do you plan to measure the success or impact of your campaign?
  • Who would you want to collaborate with in the community to make your campaign more effective?

Trauma-Informed Note:

Be sensitive when sharing ideas. Ensure everyone feels heard and respected, especially when discussing vulnerable topics like homelessness.

5. Optional Extension

Research online campaigns or social movements that have been successful and integrate some of those ideas into your plans.

Activity 1: Empathy – can you feel it?

10 mins

Learning Objective

Students will develop an understanding of empathy by analysing real-life scenarios a person experiencing homelessness might face.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Scenarios

1. What is empathy? Define empathy in the context of homelessness: Understanding others’ experiences and challenges. (5 mins)

Individually, in pairs or small groups read and consider one scenario and answer the following prompt questions.

2. After reading a scenario ask yourself some prompt questions (10 mins)

  • Can you empathise with the scenario that you read?
  • What might have led to this situation?
  • How does this situation / scenario affect a person’s dignity and self-worth?
  • What resources / services might help this person?

Activity 2: Video – The Poverty Puzzle: A Different Lens

25 mins

Learning Objective

Students will explore the systemic causes of poverty and explore potential solutions, including social safety nets, education, and policy changes.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • Video: SHM – The Poverty Puzzle: A Different Lens

1. Watch and while watching note any supporting detail for the following key points in the video – you may need to watch more than once. (15 mins)

Key Points of Video:

  • Poverty is caused by systemic issues, not personal failings.
  • Inequality and lack of resources make it hard to escape poverty.
  • Social safety nets, education, and policy changes are solutions.

2. After Viewing consider / discuss the following questions (10 minutes)

  • How can we develop empathy and understanding for people experiencing poverty and homelessness?
  • How can we challenge the idea that poverty is a personal failing and develop an awareness about the systemic factors that contribute to poverty?
  • Often, people experiencing poverty or homelessness have limited access to information and resources. Can you think of ways to use technology or social media to bridge this gap?
  • Think about your own skills and interests. How could you use your strengths to contribute to efforts to fight poverty and homelessness?
  • Think about your own community. Are there any organisations that provide services or support for people experiencing poverty or homelessness? Could you volunteer your time or donate resources?
People sitting on net

Activity 3: Understanding the System and Taking Action

50 mins

Learning Objective

Students will analyse local community resources and collaborate to develop potential policy solutions to address homelessness.

Materials / Resources

  • Large format paper / digital document for recording responses to questions and research
  • Markers, pens, or pencils

1. Systemic Change and Policy Solutions – what are they? (10 minutes)

Explain systemic change and how it tackles homelessness:

  • Social safety nets (e.g., unemployment benefits, affordable housing programs)
  • Education and skills training as long-term solutions
  • Government policies and their role in reducing poverty

Systemic change addresses the root causes of homelessness by improving social policies and support systems rather than just treating the symptoms. Here’s how it works:

2. Fighting Poverty and Homelessness Activity (30 minutes)

Research Task

Explore the internet to find a real-world example for the following:

  • Policy: Investigate a government program addressing poverty.
  • Community Resource: Research a local support service.

Systemic Change and How It Tackles Homelessness: Real-World Examples

Systemic change addresses the root causes of homelessness by improving social policies and support systems. Let’s explore real-world examples that illustrate how these systemic changes work:

Present Findings (10 minutes)

Summarise and share how your chosen policy or community resource contributes to reducing poverty and homelessness.

This Module – What can WE do about Homelessness? can help you to deepen your understanding of homelessness and the challenges people experiencing homelessness face.

You can explore the topic further by continuing to the next Module – Youth Advocacy

Activity 1: What causes Homelessness? – challenging assumptions

30 mins

Learning Objective

Students will challenge stereotypes and begin to understand the complexity of homelessness.

Materials / Resources

  • Markers, pens, or pencils (if using paper worksheets)
  • Images of people
  1. Look at a selection of images of different people (e.g., young people, families, working individuals, elderly people) and initially ask:
    • Which of these people do you think could be experiencing homelessness?
    • What assumptions do we make about people experiencing homelessness?
  2. Then think deeply – use these prompt questions to help:
    • Identifying Homelessness
      • Which of these people do you think could be experiencing homelessness?
      • What clues are you using to make that judgment?
      • Do you think homelessness always looks the same? Why or why not?
    • Challenging Stereotypes
      • Do these images match what you expected? Why or why not?
      • Can someone have a job and still experience homelessness? How?
      • How might homelessness look different for a teenager compared to an older person?
    • Exploring Hidden Homelessness
      • Do any of these people seem like they might be couch surfing or staying in temporary housing?
      • Why might some people experiencing homelessness not be immediately visible?
      • What are some less obvious signs that someone might be experiencing housing insecurity?
    • Impact of Assumptions
      • What assumptions do people often make about homelessness?
      • How might these assumptions affect how we treat or support people?
      • Have you ever heard or seen media portrayals of homelessness? How accurate do you think they are?
    • Empathy and Solutions
      • What are some reasons why someone might experience homelessness?
      • What challenges do different people in these images (e.g., youth, families, older adults) face if they lose stable housing?
      • How do you think communities can better support people who are at risk of homelessness?

Activity 2: Identifying the Causes of Homelessness

40 mins

Learning Objective

Students will be able to recognise that homelessness is often a result of multiple factors rather than a single cause.

Materials / Resources

  • Large format paper / Digital document for recording responses to questions
  • SHM Stories (Sarah, David, Emily)

1. Understand the systemic causes of Homelessness (10 minutes) – Root Causes Brainstorm

Homelessness is a complex issue with many causes, often overlapping.

  • Individually, in pairs or small groups on a large sheet of paper – In the centre, write “Homelessness”. Then draw branches and brainstorm factors leading to homelessness (e.g., lack of affordable housing, unemployment, mental health issues, family violence).
  • Share your diagrams with the class.

2. Read the infographic below which presents the actual key causes of homelessness. Compare to your initial brainstorm (10 minutes)  

  • Family and domestic violence – A leading cause, especially for women and children.
  • Unstable or unsafe home environments – Family conflict, rejection (e.g., LGBTQIA+ youth), or unsafe living conditions.
  • Mental health challenges – Lack of access to support services and treatment.
  • Physical health issues – Chronic illness or disability affecting employment and housing stability.
  • Lack of affordable housing – Rising costs making it difficult for many to find stable accommodation.
  • Financial difficulties – Low income, job loss, rising living costs.
  • Unemployment and underemployment – Wages not covering living expenses.
  • Drug and alcohol dependence – Sometimes a cause, but often a consequence of trauma.
  • Trauma and life events – Experiences such as war, violence, or personal loss can lead to homelessness.
  • Lack of transition support – People leaving government care, hospitals, or prison without housing plans.
SocialJusticeHub_WhatCausesHomelessness_PieChart by Social Justice Hub

Scaffolding Activity: “Exploring Real Stories” (20 min)

Work individually, in pairs / small groups: Read a real-life scenario (Sarah, David, or Emily’s stories).

2. To help you think critically about the complexity of homelessness answer the questions that follow –

Understanding the Causes

  1. What were the key events that led to homelessness in this story?
  2. Were there warning signs that things were getting worse for this person?
  3. Did the character have control over their situation, or were there external factors at play?
  4. How do financial struggles, health issues, and personal circumstances interact in each case?

Exploring Multiple Causes

  1. Were there multiple causes of homelessness in this story? If so, how did they connect?
  2. What role did systemic issues (e.g., lack of financial support, healthcare costs, job security) play?
  3. Could this have happened to someone else in a similar situation? Why or why not?

Preventing Homelessness

  1. What could have prevented this outcome?
  2. What support systems (government assistance, community support, family help) might have made a difference?
  3. At what point in the story could an intervention have helped most?
  4. What are some policies or programs that could help prevent similar situations in real life?

Empathy and Perspective-Taking

  1. How do you think Sarah/David/Emily felt throughout their experience?
  2. How might society or the media perceive their situation differently?
  3. What stereotypes do these stories challenge about homelessness?

Finding Solutions

  1. How could communities, schools, workplaces, or governments better support people at risk of homelessness?
  2. What are some ways individuals (such as students, families, or local communities) can help?

You can copy and paste the questions and write your answers into the text box below

Understanding the Causes – Causes of homelessness 9/10

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Exploring Multiple Causes – Causes of homelessness 9/10

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Preventing Homelessness – Causes of homelessness 9/10

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Empathy and Perspective-Taking – Causes of homelessness 9/10

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Finding Solutions – Causes of homelessness 9/10

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Make a summary of the Story you read to share:

  • What were the key events that led to homelessness in this story?
  • Were there multiple causes?
  • What could have prevented this outcome?

Summary – Causes of homelessness 9/10

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4. Talk about: Share and discuss Interacting Factors – use some or all of the following prompt questions to help”

Understanding Different Causes

  • What were the main causes of homelessness in each story?
  • Were there common themes across the stories? (e.g., financial hardship, lack of support, sudden life changes)
  • Did some characters experience multiple challenges? How did these factors build upon each other?

Interconnectedness of Factors

  • Were any of these causes linked to systemic issues (e.g., rising living costs, gaps in support services, job insecurity)?
  • Did one event trigger a chain reaction? (For example, how did job loss affect housing stability or mental health?)

Opportunities for Prevention & Support

  • At what point in the story do you think support or intervention could have changed the outcome?
  • What services or programs could have helped each character?
  • How might a stronger support network (friends, family, or community) have made a difference?

Breaking Stereotypes & Building Empathy

  • Did any of these stories challenge stereotypes about homelessness?
  • Why might people assume homelessness is always due to one cause, rather than a combination of issues?
  • How does hearing personal stories change the way we think about homelessness?

Moving Towards Solutions

  • What are practical steps that communities and governments can take to reduce homelessness?
  • How can schools, workplaces, or local services better support people who may be at risk?
  • What can individuals (including students) do to raise awareness or take positive action?

Activity 3: Homelessness can happen to anyone

10 mins

Learning Objective

Students will deepen their understanding of the causes of homelessness

Materials / Resources

  • Large format paper / digital document for recording notes
  • Markers, pens, or pencils
  • Video

Sarah Honan-Barnes from Sacred Heart Mission’s Engagement Hubs talks about the causes of homelessness and how homelessness can happen to anyone.

*please note the video contains references to drug addiction and violence

  • Watch and list while watching as many Causes of Homelessness that you hear Sarah identify in the video – you may need to watch more than once.

In the video, Sarah Honan-Barnes from Sacred Heart Mission discusses several key causes of homelessness, including:​

  • Domestic and family violence: When individuals, particularly women and children, need to leave their homes to seek safety due to harm or the risk of harm in their living environment.
  • Unstable or unsafe home environments for young people: Family conflict, neglect, or challenges such as parental substance dependence may create conditions where remaining at home is no longer a safe or viable option.
  • Mental health challenges: Without access to appropriate support, individuals experiencing mental health concerns may face difficulties in maintaining stable housing or employment.
  • Physical health challenges: Chronic illness, disabilities, or injuries can impact a person’s ability to work and access stable housing, especially when support systems are limited.
  • Lack of affordable housing: Limited access to secure, stable, and affordable housing can leave individuals and families without a place to live.
  • Financial difficulties: Job loss, rising living costs, unexpected financial pressures, or limited access to financial support can make securing and maintaining housing challenging.
  • Substance dependence: Some individuals use substances as a way of coping with past trauma or difficult circumstances, which can affect financial stability and relationships, increasing the risk of homelessness.
  • Impact of trauma: Experiences such as abuse, violence, or significant loss can make it harder to maintain stability in different areas of life, including housing.
  • Limited support after exiting institutions: Individuals leaving healthcare, mental health services, or correctional settings may face difficulties securing stable housing if ongoing support is not available.

These factors often overlap, creating complex situations that increase the risk of homelessness.

This Module – Causes of Homelessness? can help you to begin understanding homelessness and the challenges people experiencing homelessness face.

You can explore the topic further by continuing to the next Module – Youth Homelessness

Teacher Resources

Activity 1: Challenging Stereotypes and Judgements about Homelessness

30 mins

Learning Objective

Students examine common stereotypes about homelessness and learn why they are inaccurate.

Materials / Resources

  • Markers, pens, or pencils (if using paper worksheets)
  • Myth / Fact cards

1. What is a judgement, what is a stereotype and what is stigma?

Work individually, in pairs or small groups

  • Think about / discuss – What is a judgement? Can you give an example?
  • Think about / discuss – What is a stereotype? Can you think of any examples?
  • What is stigmatisation? Why do you think stigma exists in society, and how does it affect young people who are experiencing homelessness or financial hardship?
  • Brainstorm – common stereotypes you have heard about different groups (e.g., athletes, gamers, teenagers).
  • Discuss stereotypes about people experiencing homelessness that you may have heard.

2. Stereotypes and Facts Matching Activity

Look at a set of cards with common myths and factual responses about homelessness. Match the stereotype with the correct fact and discuss the difference between both.

SocialJusticeHub_StereotypesandJudgements_FactMatching by Social Justice Hub
SocialJusticeHub_StereotypesandJudgements_FactMatchingAnswers by Social Justice Hub

3. Think deeply

  • Did any of these facts surprise you?
  • How might these stereotypes affect how people experiencing homelessness are treated?
  • How can we challenge these stereotypes in everyday life?

You can copy and paste the questions and write your answers into the text box below

Think deeply – Stereotypes and judgements 9/10

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Activity 2: Video & Reflection – “You Can’t Ask That”

60 mins

Learning Objective

Students hear real experiences of homelessness and reflect on their own perceptions.

Time needed

50 mins + 10 mins extension task

Materials / Resources

  • Markers, pens, or pencils (if using paper worksheets)
  • Video: You Can’t Ask That: Stereotypes and Judgements About Homelessness (ABC iview – Season 2).

1. Watch the Video: ABC – You can’t ask that (Homeless – Season 2) (28 mins 15 secs)

https://iview.abc.net.au/video/LE1617H012S00

You will need an iView account to access this video

Please be advised this episode contains mature content (mature language and sexual themes – Rated M) 

2. Post-Viewing Discussion (22 minutes)

Check for understanding

1. What surprised you about the people in the video?

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2. What are some of the stereotypes the interviewees mentioned?

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3. What reasons did people in the video give for experiencing homelessness?

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4. How did homelessness impact their daily lives?

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Think Deeply

5. Did you recognize any stereotypes you may have believed before watching the video? Why do you think these stereotypes exist?

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6. How did hearing real experiences change your perspective on people experiencing homelessness?

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7. How does the way media and society portray people experiencing homelessness influence public attitudes?

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8. Why do you think people are quick to judge those who are experiencing homelessness? What role do unconscious biases play?

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9. What do you think individuals and communities can do to challenge these stereotypes?

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10. If you could ask one of the people in the video a question, what would it be and why?

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3: Written Reflection (Extension – 10 minutes)

Choose one or two questions from the list above and write a short reflection (one paragraph per question).

Activity 3: Challenging Stereotypes & Call-to-Action

35 mins

Learning Objective

Students create a campaign that challenges common stereotypes about homelessness and promotes kindness and inclusion.

Materials / Resources

  • Large format paper
  • Markers, pens, or pencils

How did today’s lesson change the way you think about homelessness?”

Write your response below

This Module – Stereotypes and Judgements can help you to deepen your understanding of homelessness and the challenges people experiencing homelessness face.

You can explore the topic further by continuing to the next Module – What can WE do about homelessness?

Activity 1: What Makes a Home Safe, Secure, and Stable?

40 mins

Learning Objective

Students will explore what makes a home safe, secure, and stable, as well as the difficulties faced by people experiencing homelessness.

Time needed: 30 mins + extension activity 10 mins

Materials / Resources

  • Markers, pens, or pencils (if using paper worksheets)
  • Image by Jon Tyson
  • Worksheet – Building a Safe Home – what makes a home safe, secure, and stable?

1. Introduction (5 minutes)

Firstly, read the information below. Then look at the image of a person experiencing homelessness and think about the prompt questions.

What can homelessness look like? – What is Homelessness? 9/10

What can homelessness look like?
Person sleeping on the street
Image by Jon Tyson on Unsplash

Activity 1 Resources

Upload Worksheet – What is Homelessness? 9/10

Upload a photo or screenshot of you ‘Building a Safe Home – what makes a home safe, secure, and stable?’ worksheet

Activity 2: Local Context: Homelessness in Melbourne – Human Stories behind the numbers

25 mins

Learning Objective

Students connect statistics to real human experiences and local policy challenges.

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • What is homelessness with Ryan video / transcript

1. Understanding Statistics

Read local statistics:

  • 30,660 people in Victoria are homeless (ABS Census 2021).
  • The main drivers are rising rent, lack of affordable housing, and domestic violence (SGS Economics & Planning).

2. Key Language – what’s new for you? (10 mins)

Before listening / reading look up any new words / phrases in the Glossary and record their meaning

  • Homelessness
  • Complex Issues
  • Presentations (to our SHM services)
  • Resources
  • Wrap-Around Support Services
  • Disengaged with Supports
  • Reluctant to Engage
  • Unit
  • Rough Sleeping
  • Couch Surfing
  • Priced Out of the Housing Market
  • Navigate the System
  • Disclosing Information
  • Call Centre
  • Supervised Visits

Key Language Response – What is Homelessness? 9/10

Record their meaning below

3. What is Homelessness with Ryan

  • Watch the video or read the transcript of “What is homelessness with Ryan” about real experiences of homelessness.
  • After listening to the video or reading the transcript create and record your responses to the following questions. Share your responses in pairs / small groups.

What is homelessness with Ryan – What is Homelessness? 9/10

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Reflection questions – What is Homelessness? 9/10

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two older men sit at a train station
Photo by Vidar Nordli-Mathisen on Unsplash

Activity 3: Global Context: Homelessness Beyond Australia

45 mins

Learning Objective

Students understand that homelessness is a global issue shaped by politics, economy, and conflict.

Materials / Resources

  • Internet for research
  • Large format paper / digital document for recording research findings
  • Markers, pens, or pencils
Luke stands in his kitchen cutting up food

Activity 4: Personal Narratives: Humanising Homelessness

55 mins

Learning Objective: Personal stories highlight that those experiencing homelessness are not fundamentally different from “us.”

Time needed: 45 mins + extension activity 10 mins

Materials / Resources:

  • Internet for SHM Resource: Luke’s Story / printed copy
  • Markers, pens, or pencils

1. Key Language – what’s new for you? (10 mins)

  • Corporate jobs
  • GreenLight Plus Program
  • Temporarily housed
  • Donors
  • My super
  • Debilitating pain
  • Neurological condition
  • Chronic pain
  • WorkCover
  • JobSeeker payment
  • Disability Support Pension (DSP)
  • I turned a corner
  • Whitegoods
  • To pick someone up out of the gutter
  • Pitiful amount
  • Public and community housing
  • Blended into the community
  • Not segregated

Key Language Response – What is Homelessness? 9/10

Record their meaning below

2. Reading real-life story (15 mins)

Read Luke’s Story of a local Melbourne person who has experienced homelessness and shares their background and the challenges they faced.

3. Discussion Questions (15 mins)

Personal, Social, and Community Health – What is Homelessness? 9/10

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Social Awareness and Management – What is Homelessness? 9/10

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Ethical Understanding – What is Homelessness? 9/10

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4. Extension Activity (10 mins)

Consider individually or discuss in small groups:

  • Why do some people experience unstable housing?
  • Do you think everyone has an equal chance of having a safe and stable home? Why or why not?
  • What are some of the things communities can do to help everyone have access to safe and secure housing?
  • Write down one misconception you had about homelessness and how your perspective has changed.

What is Homelessness? can help you to begin understanding homelessness and the challenges people experiencing homelessness face.

You can explore further by continuing to Causes of Homelessness?

Activity 1: What does Youth Homelessness look like?

25 mins

Learning Objective

Students will get an understanding of the scope of Youth Homelessness

Materials / Resources

  • Youth Affairs Council Victoria 2020 Report Infographic

1. Individually or in pairs read the infographic which highlight some significant statistics on Youth Homelessness. (15 mins)

Then consider and respond to the following questions

  • Which statistic (s) surprised you the most?
  • What is the total number of young people experiencing homelessness in Victoria on an average night according to the ? How does this compare to the number of students at your school?
  • What percentage of people experiencing homelessness are aged between 12-24?
  • According to the statistics, what are the three most common reasons young people experience homelessness?
  • Find out how does the rate of youth homelessness compare between different states or regions in Australia?

You can copy and paste the questions and write your answers into the text box below

SocialJusticeHub_YouthHomelessness_FactSheet by Social Justice Hub

Response to infograph – Youth Homelessness 9/10

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Child sleeping in sleeping bag

2. Read the following to get a broader understanding of Youth Homelessness in Australia (10 mins)

What does youth homelessness look like with an intersectional lens?

Activity 2: Personal Story – a Youth experiencing Homelessness in Melbourne

30 mins

Learning Objective

Students will gain a deeper insight into a young person’s experience of experiencing homelessness

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
  • BTN Video – Youth Homelessness Crisis – 10 Feb 2025

1. Watch the BTN Video – Youth Homelessness Crisis – 10 Feb 2025 – (8 mins 30 secs)

2. Then answer the following questions based on the BTN Video

1. Who is Sienna, and what is her current living situation?

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2. What are some different types of youth homelessness mentioned in the interview?

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3. According to the interview, what are the main causes of youth homelessness?

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4. What challenges did Sienna face when she was experiencing homelessness?

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5. How did Sienna’s experience with homelessness affect her schooling and friendships?

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6. What financial challenges do young people on Youth Allowance face when trying to rent housing?

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7. What government funding and programs are currently in place to address youth homelessness?

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8. What do experts in the interview suggest as solutions to reduce youth homelessness?

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9. How does the stigma around youth homelessness impact young people like Sienna?

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10. What connections can you identify between homelessness, education, and employment?

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11. Why do you think some people misunderstand youth homelessness and make assumptions about the causes?

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12. In what ways could schools and teachers provide better support for students at risk of homelessness?

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13. If you were a government official, what new policies or programs would you introduce to address youth homelessness?

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14. Sienna mentions feeling shame about her situation and being hesitant to tell teachers. Why might young people feel this way, and how can society create a more supportive environment?

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15. The interview highlights the idea that “anyone could end up homeless.” How does this challenge common stereotypes about homelessness?

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16. The interview discusses how housing, education, and employment are interconnected. How do you think breaking the cycle of youth homelessness could benefit society as a whole?

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Person sitting outside

Activity 3: Financial challenges a person experiencing Youth Homelessness faces

30 mins

Learning Objective

Students will gain a deeper understanding of the financial challenges a person experiencing homelessness faces

Materials / Resources

  • Large format paper / digital document for recording responses to questions
  • Markers, pens, or pencils
    • Extract of Article from ‘Young people call on Government to commit to ending youth homelessness’ by Youth Affairs Council Victoria
  1. Read the article Extract by Youth Affairs Council Victoria ‘Young people call on Government to commit to ending youth homelessness’ (published 18 March 2020)
  2. Identify ways in which the government could and should respond to help young people cope financially when they are faced with the need to find safe housing.

Activity 4: Positive Action – Create awareness around Youth Homelessness

45 mins

Learning Objective

Students consider how to raise awareness about youth homelessness and its causes

Materials / Resources

  • Large format paper / digital document for recording research and creating poster / infographic / video script
  • Markers, pens, or pencils

1. Create awareness of Youth Homelessness

Create awareness of Youth Homelessness. Make sure to include key information (who, where, why, what, how) from this lesson that focuses on Youth Homelessness.

Brainstorm & Plan (5 minutes)

  • Individually, in pairs or small groups think about why is it important to raise awareness about youth homelessness? How can a poster or campaign inspire change?
  • Make a note of 5 key messages that should be included in an awareness campaign.

Creative Awareness Project (40 minutes)

Choose one of the following creative approaches:

  • Poster Campaign – Design a compelling poster that informs and inspires action. Include visuals, statistics, and a call to action.
  • Social Media Infographic – Create a digital post (using Canva, Google Slides, or hand-drawn sketches) that could be shared online to spread awareness.
  • Video PSA (Public Service Announcement) Script – Write a short script for a 30-second awareness video. If time allows, act it out or storyboard it with drawings.

OR

Advocate for Change (40 minutes)

  • Letter Writing Challenge: Write a persuasive letter to a local MP advocating for better youth homelessness support. Use statistics, real-life impacts, and proposed solutions to strengthen your argument.

Students to share their awareness posters or infographics in school spaces or on social media (if appropriate).

Activity 5: Extension Activity

30 mins

Research a local initiative or organisation working on Youth Homelessness and propose ways to support their efforts. This could be a shelter, advocacy group, community program, or outreach service.

Guiding research questions:

  1. What is the mission of this organisation?
    • What specific services do they offer to young people experiencing homelessness?
  2. What impact has the organisation had in the community?
    • Can you find statistics, stories, or testimonials about their work?
  3. How does this organisation involve the community?
    • What partnerships, volunteers, or funding sources support their work?
  4. What challenges does this organisation face in tackling youth homelessness?
    • Are there any gaps in their services or resources?

This Module – Youth Homelessness can help you to further understand homelessness and the challenges people experiencing homelessness face.

You can explore the topic further by continuing to the next Module – Stereotypes and Judgements

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