The Effect of Poverty on Child Development and Student Success
ECE 2000 - Introduction to Child Development
University of Cincinnati
November 17, 2023
American billionaire, businessman, computer programmer, and
philanthropist, Bill Gates, once said, 'I believe that if you show people
the problems and you show them the solutions they will be moved to
act. ' Therefore, it is my duty to introduce to you the pressing matter of
poverty, detailing just how it affects students all over the United
States, and offer a few solutions with hopes that you will be so moved
to go out and act.
What is Poverty?
Poverty, generally speaking, can be defined as a state in which an
individual or group does not attain an income adequate to satisfy basic
needs (Price, 2017). However, in 'The Effects of Poverty on the
Mental, Emotional, and Behavioral Health of Children and Youth:
Implications for Prevention', poverty is broken down further into three
subcategories: absolute poverty, relative poverty, subjective poverty,
and asset poverty. A person living in absolute poverty cannot afford
necessities, including but not limited to safe and sufficient housing,
food, clean water, and access to healthcare. A person living in 'relative
poverty' can afford the things they need, but still, do not live up to
their nation's average standard of living. This group typically falls
anywhere between fifty to sixty percent below the national median
household income.
A person living in subjective poverty is not living within the means of
their own expectations and depends on how a person or a family
define themselves. A person living asset poverty is one who does not
have enough net worth to cover three months of living without
receiving any income ( Yoshikawa, Aber, and Beardslee, 2012).
In 'Teaching with Poverty in Mind', Eric Jensen went on to further
evaluate the term 'poverty' and came up with four more subcategories:
situational poverty, generational poverty, urban poverty, and rural
poverty. Situational poverty is when a sudden event places a person or
group into poverty. These sudden events may include divorce, natural
disasters, health, etc. Generational poverty is when at least two
generations of a family have been born into poverty. A person or
group living in rural poverty lives in an area with a population below
50,000 people. These individuals or groups often have less access to
services and employment opportunities and are typically exposed to
lower quality education. The final type of poverty, urban poverty (the
type of which is the focus of this paper) includes those that live in
poverty in an area of at least 50,000 people and often depend on city
government services.
This group of people often deal with issues such as overcrowding,
noise, and violence (Jensen, 2009).
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
How does poverty affect a child's health and nutrition?
Children living in poverty are more likely to be neglected of many
things necessary to their development during the early years of life
such as safe, established homes, reliable care, challenging enrichment,
and the establishment of attunement, which is the imperative process
of teaching children appropriate responses to others' emotional states;
responses such as sympathy and empathy are included (Price, 2017).
This leads to disruptive behaviors that are often seen as rude and
disrespectful.
Students living in poverty are more vulnerable to being affected by
stressors than children that come from more well-off backgrounds. In
'Life Stress and Health: A Review of Conceptual Issues and
Recent Findings', George M. Slavich1 simply defines stressors as 'that
which produces stress' ( Slavich1, 2016). Some examples of common
stressors are health issues, like malnutrition, and safety issues, like
violence or subpar living conditions. Thomas D. Matte and David E.
Jacobs' research in 'Housing and Health- Current Issues and
Implications for Research and Programs', exhibited that subpar living
conditions can lead to respiratory diseases, amongst other health
issues. Because those living in poverty typically only have access to
insufficient healthcare, health problems sometimes go untreated,
which often leads to students being absent from school for long
periods in the event of a health hiccup. Nonetheless, some students
still manage to make it to school. However, the performance of these
students is customarily effected (Price, 2017).
Poverty also has detrimental effects on students' nutrition. Areas
defined as 'low-income' are more susceptible to be classified as 'food
deserts' than higher-income areas. In 'Food Deserts: What is the
Problem? What is the Solution?' by James D. Wright and colleagues,
food deserts are defined as 'areas (neighborhoods, census tracts,
communities, etc. ) that lack access to healthy, nutritious and
affordable food' which are typically concentrated within low-income,
or minority communities (Wright, 2016) . Within these areas, 'grocery
stores' are usually limited to convenience stores and 'restaurants' are
usually limited to fast food eateries. Due to this fact, students are more
likely to contract illnesses and diseases like hypertension and high
blood pressure, diabetes, obesity, etc. For females, later in life, poor
nutrition could lead to insufficient weight gain and an overall
unhealthy pregnancy, which may lead to the delivery of underweight,
or premature babies, babies that unfortunately have lower survival
rates (Pena˜ and Bacallao, 2002).
What is the effect of poverty on parents' involvement in their
students' lives?
According to an article in neaToday, 'The Enduring Importance of
Parental Involvement', research shows that parental involvement
encourages student achievement, reduces student absences, and helps
parents to have higher confidence in their child's education. It goes on
to say that students with involved caregivers tend to earn higher
grades, score better or tests, have better social skills and behave better
(Garcia and Thornton, 2014).
Parents in low-income homes usually play a less active role than their
more affluent counterparts because with so many other contributing
stressors, parents' primary concern is likely, understandably, keeping a
roof over the family's head and keeping food on the table. Due to
some of the previously mentioned factors like insufficient healthcare,
parents may be ill or not around, in which case the child must take on
the role of 'head of the house', to ensure not only their survival but the
survival of their family members as well. This oftentimes leaves these
students with no one to read to them, quiz/drill them, or help them
with homework and projects (Price, 2017).
What is the effect of poverty on student exposure?
Many children living in poverty suffer from a lack of exposure, an
exposure that their more fortunate peers gain a lot more easily and at
an earlier age. It is a well-known fact that children are more motivated
to learn when information is being taught through fun, exciting
processes. This can be done by the incorporation of games, pneumonic
devices, creative activity and field trips outside of the classroom
(Price, 2017).
Mentioned previously, most children living in poverty experience very
minimal parental support. Therefore, adolescents in low-income
families have little to no chance of being taken to aquariums,
museums, and other educational venues that allow children to have
fun and also encourage learning, outside of school trips. While schools
could salvage their students' chances of gaining exposure by taking
children on field trips, using exciting learning tools, and providing
extracurricular classes and activities, as aforementioned, schools in
high poverty areas typically do not receive an equal share of state
funds (Price, 2017).
Unfortunately, this leads to numerous aspects being cut out of the
budgets of schools with the number one program leaving schools
almost always being extracurricular classes. Extracurricular classes
take students' minds out of the classroom and into other worlds. These
classes include foreign language classes that give students the
opportunity to learn a new language and become bilingual or
multilingual, music classes which studies have shown to increase
nonverbal reasoning skills, reading skills, and motor skills, and an
enormous deal of other classes that enhance students' minds and also
allow them to learn about other cultures around the world while doing
so (Price, 2017).
Also affected by budget cuts and unequal funding is the quality of the
classroom. Teaching methods do not work in a 'one size fits all'
fashion because every student learns differently. Most methods of
learning can be categorized under the three learning styles-- visual
learning, auditory learning, and kinesthetic learning. Teachers, ideally,
have tools that allow them to acknowledge each students' learning
styles. Lack of funds, however, causes teachers to have insufficient
materials to teach with, provoking unexciting, ineffective teaching.
Because students hailing from higher-income families tend to attend
schools in lower poverty regions, those students not only one-up
students who come from low-income families due to fun, educational
outings with parents at early ages, but also two-up these students due
to the schools that they attend receiving adequate funds from the state
(Price, 2017).
What can be done?
With so many factors that seem to point to the undeniable failure of
these students, it may seem that nothing can be done to help.
However, there are a few things that educators can do within their
classrooms, even without the equal funding that should be a guarantee
to all schools.
Creating a positive classroom culture is one of these things. This can
be achieved by including character-building lessons and lessons on
manners and proper etiquette in the hidden curriculum, teaching and
modeling respect and compassion, and striving to make learning as
captivating and exciting as possible, starting with the educator
him/herself being enthusiastic to teach.
Fostering meaningful relationships with students (and if possible, their
families) will also prove to be beneficial, as it will establish trust and
respect between the two (or three) parties. This will help the student to
enjoy coming to school more, knowing that he/she has a safe space
and a person to talk to.
Hold students to high expectations and standards. Encourage them to
set goals and assist them in formulating plans to help them reach these
goals. Model goal-setting by sharing personal goals and plans with
students, and then following through with them. Always expect the
absolute best from students, and, with compassion, hold them
accountable when they fall short.
Most of all, each and every day, instill positive affirmations into each
and every child. Let them know that, regardless of where they've come
from, or where they may be, they can achieve anything they put their
minds to.
References
1. Garcia, L. E. , & Thornton, O. (2014, November 18). The
Enduring Importance of Parental Involvement. In neaToday.
Retrieved from http://neatoday. org/2014/11/18/the-
enduringimportance-of-parental-involvement-2/
2. Jensen, E. (2009). Teaching With Poverty in Mind: What Being
Poor Does to Kids' Brains and What Schools Can Do About It
(pp. 5-45). Alexandria: ASCD.
3. Pena, M. , & Bacallao, J. (2002). Malnutrition and Poverty.
Annual Reviews of Nutrition, 22, 241253 . Doi :10. 1146
4. Price, B. D. (2017). Poverty Failed Us: How Poverty contributed
to the Atlanta Public Schools Cheating Scandal and
Achievement Gap
5. Slavich, G. M. (2016). Life Stress and Health: A Review of
Conceptual Issues and Recent Findings. Teaching of Psychology,
43(4), 346–355. https://doi. org/10. 1177/0098628316662768
6. Wright, James & Donley, Amy & Gualtieri, Marie &
Strickhouser, Sara. (2016). Food Deserts: What is the Problem?
What is the Solution?. Society, 53. doi: 10. 1007/s12115016
7. Yoshikawa, H. , Aber, J. L. , & Beardslee, W. R. (2012). The
effects of poverty on the mental, emotional, and behavioral
health of children and youth: Implications for prevention.
American Psychologist, 67(4), 272-284. doi:10. 1037/a0028015
