As educators, we need to be aware of all current issues in society so our students succeed. By having a better understanding of lower socioeconomic students and current issues is necessary to help students succeed. In this paper, I will be discussing how lower-SES psychological development is compromised starting in the home with high levels of stress. By exposing young children to high levels of stress early on this compromises their brain development and creates undesired outcomes expressed through negative behavior and a lack of educational growth in the classroom.
Schools that have a higher number of lower-SES students tend to have a community that faces higher levels of unemployment, poverty, and high crime rates. An article posted in
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In a family that faces poverty, the children are exposed to levels of stress that interfere with the development of their brain as to a higher-SES family whose children are exposed to less, infrequent amounts of stress. This stress can not only hinder the development of their brain, but imprint physiological issues at a very young age. These children tend to have a lesser developed prefrontal cortex studies show per Jensen. When the prefrontal cortex is delayed, this creates an educational gap, leaving the child behind in school. The prefrontal cortex is developed through learning-based experience as the child grows (Ormrod, 2015). Because poverty based families are less likely to educate their children at home usually due to the parents being uneducated, resulting in less exposure to literature, numbers, and cognition skills as to a higher-SES family. Jensen includes that only 36% of low SES parents read to their kindergartners, compared to 62% in the highest SES students. In addition, parents of lower-SES households tend to be dual-income or single parent families who have limited time and energy at home to devote to meaningful engagement with their children (Jensen, …show more content…
Week two, they introduced finding a quiet place to practice thinking about their thoughts, and aware of their body and feelings. Week three they progressed, letting the children blow bubbles using this technique to show the students how to calm down and express their breaths. Week 4-8, explored their five senses, self-regulation, classroom relations and how to use their words and not their body to express their emotions. Each week they spent forty-five minutes once a day practicing the techniques (Costello, Lawler). Furthermore, mindfulness is a trend a teacher could utilize inside a classroom experiencing behavioral issues. By utilizing mindfulness, students can instill techniques to help cope with the stress, they may be exposed to at home to better understand their emotions and handle them organically and carefully rather than violently or interfering with their education. Other trends teachers could implement inside the classroom would be gathering food to send home on the weekends to help eliminate stress, create an afterschool art program, also creating organizations the children can partake in after school if possible to give back to the community; partaking in social and cognitive skills (afterschoolalliance,
It is not difficult to document that poor children suffer a disproportionate share of deprivation, hardship, and bad outcomes. More than 16 million children in the United States – 22% of all children – live in families with incomes below the federal poverty level – $23,550 a year for a family of four. (Truman, 2005) Living in poverty rewires children 's brains and reports show that it produces prolonged effects. Also, growing up in a community with dangerous streets, gangs, confused social expectations, discouraging role models, and few connections to outsiders commanding resources becomes a burden for any child. The concern about the number of children living in poverty arises from our knowledge of the problems children face because of poverty.
This is particularly of the systems that sub-serve language and executive function. I found that Research in humans and in animal models have implicated prenatal factors, parent–child interactions and cognitive stimulation in the home environment in the effects of SES on neural development. These findings provide a unique opportunity for understanding how environmental factors can lead to individual differences in brain development, and for improving the programs and policies that are designed to alleviate SES related disparities in mental health and academic achievement. A measure of one’s overall status and position in society, strongly influences an individual’s experiences from childhood and through adult life is what Socioeconomic status (SES) is. Research is beginning to shed light on the mechanisms through which experiences in the social world during early childhood affect the structure and function of the brain. I looked through that growing up in a family with low SES is associated with substantially worse health and impaired psychological well-being, and impaired cognitive and emotional development throughout the
Laden, Greg. "Children from Low-income Families at Educational Disadvantage." Science Blog. N.p., 26 Dec. 2008. Web. 8 Jan. 2014.
(Brooks-Gunn et all, 1997) That points out the disadvantage and how the family income influence youngsters overall childhood, since under the poverty condition, they children do not have enough money to support for their necessary needs, they will more likely to have low self-confidence and hard to blend in with their peers. Poverty has impact on children’s achievement in several different ways. Payne (2003) maintained that the poverty could affect children achievement though emotional, mental, financial, and role models (Payne, 2003). Thus, the children from low-income family are more likely to have self-destructive behavior, lack of control emotional response and lack of necessary intellectual, that is really important for the students under the age of 16.
Students who live below the poverty line have less motivation to succeed, and their parents are less inclined to participate in their child’s education, often because the parents cannot provide support for their children. Although it’s logical that school districts from poorer communities cannot collect as much funding as the richer communities, people stuck in these low-income communities often pay higher taxes, and still their school districts cannot accumulate as much money.... ... middle of paper ... ...
I also learned that Children living below the poverty threshold are 1.3 times more likely to experience learning disabilities and developmental delays in comparison to children who aren’t poor. Also Poor children suffer from emotional and behavioral problems more frequently in comparison to children who aren’t poor. Gunn and Duncan also inform us “Emotional outcomes are often grouped along two dimensions: externalizing behaviors including aggression, fighting, and acting out, and internalizing behaviors such as anxiety, social withdrawal, and depression”. In light of this information we can better understand why poor children tend to get suspended more and withdraw mentally from
Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the other children from high socioeconomic status families. Do these children not perform well in class because of the self-fulfilling prophecy or is there something that happens during the critical period that causes the child to fall behind?
With a wide variety of studies and research, it has been shown that socioeconomic status can affect a child’s health even before they are born. This theory comes from a study by Hackman, Farah and Meaney (2010) in which researchers identified three classes of mechanism that SES effects on cognitive development. The first class that they recognized is the prenatal influences. If a low- SES mother does...
Society think that kids are so precious and incent but, later on their developing minds, kids can attract negative personality traits by their surroundings/ neighborhoods that can get them in trouble in the future. However, poverty plays a bigger role in a child development stage. According to usnews.org, researcher believed that “poverty appears to be associated with smaller brain volumes in areas involved in emotions processing memory” (usnews.org). In 2010, 12.5 percent of Americans is considering poor or live below the poverty line. Since then, more than 30 million children across the United States are growing up in poverty according to do something.org. Joan Luby ran this experiment a former St. Louis- based University. Joan ultimate
...towing of responsibilities upon children is likely to cause them unwanted anxiety and related stress that is not only a health hazard, but also an impediment to smooth early childhood growth and development. The rather unprecedented but constant change in the family unit and structure owing to the social dynamism complex can lead to uncertainty in children that has an already established linkage to an in an increase in anxiety and related stress levels. Additionally, high expectations by the family dynamic are also to blame for the skyrocketing stress levels in our young children today. The high expectations on children as mostly dictated by the family constructs places unwarranted stress, and anxiety in children due to failure gave the unrealistic standard measures of achievement set in total disregard of their physical and mental capabilities (Mash and Wolfe, 166).
Socioeconomic status can be defined in terms of family wealth and assets as well as educational background. For this reason, many comparisons can be made between socioeconomic status and education. Furthermore, academic achievement and the level of education reached by an individual, is determined by socioeconomic status. Research has shown that environmental circumstances and family issues greatly influence a child's future because the impact of the socioeconomic status depends on the level to which an individual becomes successful in life. Research also shows that family conditions can impact a child’s education and their quality of life. For example, being raised in a high-economic culture increases the chances that a child will attend
Students suffering emotional and behavioral disorders can benefit from a variety of classroom accommodations that may help lessen the severity of their behaviors and/or reactions to external stimuli. Stress reduction is also extremely important for children suffering emotional and behavioral disorders as it could help them relax, which would contribute to diminishing such...
There are many different factors that affect education. One such factor is, socioeconomic status. Children who attend school in a wealthier community receive a better education than those students in poor communities. In poor communities, student’s education is not only affected by a lack of resources, but also from teaching methods and philosophies. Urban and poor schools’ students do not receive as equal of an education as their more affluent and suburban counterparts do.
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
the stress of poverty early in life can have consequences that last into adulthood.” I find what he