Supporting Students Experiencing Housing and/or Food Insecurity

Student Wellbeing Series: Topic Intro | Part 1 | Part 2 | Part 3 | Part 4

Student Wellbeing Series
Part 2:
Supporting Students Experiencing Housing and/or Food Insecurity

Overview

Students in higher education are increasingly facing challenges related to food and/or housing insecurity. A recent study by the Hope Center for Student Basic Needs (2025) found that nearly 1 in 3 college students (about 30%) experience food insecurity—meaning they struggle to access enough nutritious food. This is significantly higher than the national average of 12.7% for U.S. households, as reported by the U.S. Department of Agriculture. According to their #RealCollege Survey, 50% of respondents reported experiencing food insecurity at some point in the previous year. This includes students who skipped meals, ate less, or had to reduce meal sizes to cope with the financial burden. 

Housing insecurity is also a major issue in higher education. The Hope Center’s 2021 report found that approximately 40% of college students nationwide reported being housing insecure in the past year, with many experiencing issues such as frequent moves, overcrowded living conditions, or the inability to pay rent or utilities. 

This resource will outline the landscape of food and housing insecurity across the UC System, as well as the efforts being made to address these issues. This resource will also provide some strategies and suggestions for how to support food or housing insecure students in your classrooms. At the end of this resource is a sample statement you may wish to consider including/modifying for your syllabus on food and housing insecurity.

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Food and Housing Insecurity Across the UC System 

In 2015, the Student Food Access and Security Study (UCOP, 2016) was conducted in order to understand how food insecurity affected students in the UC system. The main findings of this study indicated that 48% of undergraduate and 25% of graduate students in the UC system reported experiencing food insecurity. The study also indicated that “food insecure students were more likely than food secure students to receive federal nutrition assistance and need-based financial assistance, like Pell Grants and to have experienced food insecurity as a child” (p. 4). On the other hand, 57% of food insecure students reported that they were not previously food insecure. In terms of housing, in two internal student experience surveys conducted by the UC Office of the President, 5% of both UC undergraduate and graduate students reported experiencing homelessness during their enrollment. Note: while the definition of homelessness is still being determined nationally, the UC question provided responses ranging from “couch surfing” at a friend’s place, living in one’s car, and/or living on the streets. 

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Strategies for Supporting Students Experiencing Food and/or Housing Insecurity

Strategies Explanations Examples 
Familiarize yourself with students in you class Getting to know your students helps establish a positive student-instructor relationship that is beneficial for learning. It also helps you identify differences in their behavior, demeanor, and overall presentation, etc. Subtle and/or drastic changes can be an indication that the student may be experiencing a challenge of some sort. Early in the term (e.g., the first day), have students answer a few questions about themselves on a 3x5 notecard, such as where they are from and what they enjoy doing in their free time. You can then collect and use these notecards to help you learn student names and gain a little insight into who they are. For smaller classes, you may allow time in class for students to introduce themselves to the class using the cards. In larger courses you may choose to have students share in pairs for the sake of time. Regardless of class size, consider inviting students to stop by your office (or some other neutral locations like the library or Memorial Union) to introduce themselves in the first few weeks of the quarter. 
Make a habit of asking students how they are doing before or after class and during office hours Asking students how they are doing regularly, both communicates that you care and opens the lines of communication, which is integral to establishing trusting student-instructor relationships. Trusting relationships help foster a learning environment in which students feel comfortable approaching instructors when they are experiencing a challenge. It is especially important to ask about students’ wellbeing during stressful parts of the quarter, such as midterms, before exams, and during the last few weeks of the term when students are preparing for finals. Linking (or relinking) to the Student Health and Counseling Services, or other campus resources, on the Canvas site can promote awareness of resources to assist students.  
Encourage students to reach out to you if they are experiencing food and/or housing insecurity As stated in the introduction, food and/or housing insecurity can negatively affect students’ academic performances (Maroto, Snelling, & Linck, 2015). Food and/or housing insecure students may have trouble attending class, meeting deadlines or completing work, accessing course materials or software, performing on assessments, and/or otherwise struggling in your class. Fear of stigmas associated with poverty may also prevent students from seeking help from you or other campus points of contact and support structures.  Encourage students to talk to you in office hours or through email if they are struggling with food and/or housing insecurity, as a way of normalizing helpseeking behavior and lessening students fear of stigmatization. Provide links to services like Aggie Eats and the Aggie Compass: Basic Needs Center (see below) on your syllabus and Canvas site. You can also consider building flexibility into your attendance and late-work policies, within reason, and working with students to establish plans for getting back on track if they fall behind.  
Ensure that students are aware of campus resources related to food and housing insecurity Many students, especially first-year and first-generation college students, may not be aware of campus resources meant to aid them in accessing affordable food and/or housing, or campus resources in general. Even when students are aware of campus resources, concerns about stigmas attached to accessing such resources may discourage students from seeking help when needed. 

At UC Davis, Aggie Compass was launched in 2018 to help address food insecurity among students. Consider highlighting Aggie Compass and other campus resources in your syllabus and on Canvas. You can also periodically remind students that there are resources available to support them if they are experiencing food and/or housing insecurity. Again, encouraging students to utilize resources they need helps normalize and promote help-seeking behaviors in students. 

Below is additional information about Aggie Compass, as well as a sample syllabus statement. Additional food and nutrition related resources on campus, and in the city of Davis, can be found through Student Health and Counseling Services.  

When possible, choose open access or low-cost options for textbooks and other course materials The cost of attending college has increased rapidly over the last few decades -- not only has the cost of tuition increased dramatically (accounting for over 60% of the cost of enrollment) but cost of living expenses for college students have also increased by over 80% in the last four decades (UCOP, 2017). These additional costs are compounded by increased costs for supplementary materials like textbooks, course software and equipment, and campus fees. 

Consider all costs associated you're your course.  For example, instead of asking students to purchase a course reader, consider providing PDFs of articles or single chapter readings on Canvas (NOTE: make sure you are following Fair 

Use Guidelines when choosing this option). Additionally, allowing and/or encouraging students to use open source alternatives like R Studio, or making sure that course software is accessible in campus computer labs or the IET Virtual Lab, can help mitigate the cost of expensive course software.  

Additionally, Subject Librarians at Shields Library may be able to help you identify materials available through the UCD catalog and databases.  

Aggie Compass: Basic Needs Center 

With approximately 41% of enrolled undergraduates being Pell grant eligible (that is, students who are eligible to receive a federally-funded grant award based solely on their financial need), the division of Student Affairs has opened Aggie Compass, a one-stop shop, located on the first floor of Memorial Union in the East Wing, to assist students with resources to address basic needs, including food and housing insecurity. The Center is open Monday-Friday from 9:00 AM to 5:00 PM, and closed Saturday and Sunday. For more information, contact the Aggie Compass at (530) 752-9254 or [email protected]. 

Additional UC Davis Information and Initiatives 

The financial aid office and Educational Opportunity Program (EOP) have both integrated language in their publications to communicate CalFresh eligibility to students. Students who are work-study eligible and/or EOP awarded can automatically be CalFresh recipients if they complete the application. There is also an online application form that directs students to apply. Please note the URL is specific to UC Davis for tracking purposes. Students can schedule an appointment for help enrolling in CalFresh using this link: https://aggiecompass.ucdavis.edu/calfresh.

Sample Syllabus Statement 

Eating enough nutritious food energizes your brain and body. Without it, your academics, physical health, and mental well-being may suffer. If you are skipping or stretching meals, worrying about money or food, and/or having difficulties accessing nutritious and sufficient food, visit Aggie Compass Basic Needs Center (aggiecompass.ucdavis.edu) located on the first floor of the MU. Aggie Compass welcomes and supports everyone in meeting their basic needs. 

  • Optional Text (1): You may also consider reaching out to the professor if you are comfortable in doing so. 
  • Optional Text (2): Note that many students face these challenges during their college years and seeking support is healthy.