Children in Poverty: Children in Poverty: Why are they not Successful Why are they not Successful

in School?in School?

By: Roberta LattinBy: Roberta Lattin

Facts About Facts About Childhood PovertyChildhood Poverty

Children that experience poverty during their childhood Children that experience poverty during their childhood are substantially more likely to be poor as adults.are substantially more likely to be poor as adults.

About 1/3 of all children experience poverty at some About 1/3 of all children experience poverty at some point during their childhood. point during their childhood.

The more time a child spends in poverty the less likely The more time a child spends in poverty the less likely they are to graduate high school.they are to graduate high school.

Children whose mothers have never been married or have Children whose mothers have never been married or have divorced are two to three times more likely to live in divorced are two to three times more likely to live in poverty.poverty.

African American and Hispanic children are more likely to African American and Hispanic children are more likely to experience poverty than White children.experience poverty than White children.

Children that live in low-income neighborhoods are more Children that live in low-income neighborhoods are more likely to experience behavioral problems than children likely to experience behavioral problems than children living in higher-income neighborhoods. living in higher-income neighborhoods.

Children in poverty are more likely to be referred for Children in poverty are more likely to be referred for learning disabilities, behavior problems, ADHD, and learning disabilities, behavior problems, ADHD, and social/emotional problems and less likely to be referred social/emotional problems and less likely to be referred for AIG .for AIG .

Childhood Poverty is a Childhood Poverty is a Growing Epidemic Growing Epidemic

Childhood Poverty in the Childhood Poverty in the United StatesUnited States

Nearly 14 million children in the United Nearly 14 million children in the United States (19% of all children) live in States (19% of all children) live in families with incomes below the federal families with incomes below the federal poverty level ($22,050 a year for a family poverty level ($22,050 a year for a family of four).of four).

Research illustrates that, on average, Research illustrates that, on average, families need an income of about twice that families need an income of about twice that level to cover basic expenses. level to cover basic expenses.

The poverty rate in the United States is The poverty rate in the United States is substantially higher than that of most substantially higher than that of most other major Western industrialized nations.other major Western industrialized nations.

Across the states, child poverty rates Across the states, child poverty rates range from 7% in New Hampshire to 28 range from 7% in New Hampshire to 28 percent in Mississippi.percent in Mississippi.

*Based on information from 2008*Based on information from 2008

Poverty Affects Children Poverty Affects Children of Every Raceof Every Race

Poverty Affects Poverty Affects Children In Our StateChildren In Our State

Childhood Poverty in Childhood Poverty in North CarolinaNorth Carolina

20% (452,000) of children in North Carolina live in 20% (452,000) of children in North Carolina live in families with incomes below the federal poverty level families with incomes below the federal poverty level ($22,050 a year for a family of four).($22,050 a year for a family of four).

73% (330,220) of children in poverty live with a 73% (330,220) of children in poverty live with a single parent. single parent.

24% (181,249) of children living in poverty are under 24% (181,249) of children living in poverty are under the age of 6. the age of 6.

21% (124,928) of children living in poverty live in 21% (124,928) of children living in poverty live in urban areas. urban areas.

16% (94,179) of children living in poverty live in 16% (94,179) of children living in poverty live in suburban areas. suburban areas.

27% (197,091) of children living in poverty live in 27% (197,091) of children living in poverty live in rural areas.rural areas.

33% (77,260) of children living in poverty are 33% (77,260) of children living in poverty are children of immigrant parents. children of immigrant parents.

19% (374,023) of children living in poverty are 19% (374,023) of children living in poverty are children of native-born parents.children of native-born parents.

* Based on information from 2008* Based on information from 2008

Children in Cabarrus Children in Cabarrus CountyCounty

Child Population (0-17)

2003 2004 2005 2006 2007

37,691 38,458 39,359 40,594 44,035

Children in Poverty in Children in Poverty in Cabarrus CountyCabarrus County

Number of Children in Poverty

2003 2004 2005 2006 2007

5,576 5,656 5,216 5,655 6,244

Childhood Poverty in Childhood Poverty in Cabarrus CountyCabarrus County

14.4% (6,244) of children in Cabarrus 14.4% (6,244) of children in Cabarrus County live in poverty.County live in poverty.

14.4% do not have health insurance.14.4% do not have health insurance. 0.4% of children ages 12-36 months have 0.4% of children ages 12-36 months have elevated blood lead levels.elevated blood lead levels.

3.5% of children ages 0-3 are enrolled 3.5% of children ages 0-3 are enrolled in early intervention services.in early intervention services.

49.4% of economically disadvantaged 49.4% of economically disadvantaged children passed both the reading and children passed both the reading and math End-of-Grade tests (2008-2009) math End-of-Grade tests (2008-2009) compared to 78.9% of children that are compared to 78.9% of children that are not economically disadvantaged.not economically disadvantaged.

Education MakesEducation Makes a Difference a Difference

““The educational level of mothers The educational level of mothers is the most important influence on is the most important influence on the educational attainment of the educational attainment of children.children.””

*Lewis, Anne C. *Lewis, Anne C. ““Breaking the Cycle of Poverty.Breaking the Cycle of Poverty.”” Phi Delta Kappan. Phi Delta Kappan. November 1996. Volume 78. Number3. p. 186.November 1996. Volume 78. Number3. p. 186.

Facts About Poverty and Facts About Poverty and School SuccessSchool Success

Children in poverty are twice as likely to repeat a grade.Children in poverty are twice as likely to repeat a grade. Children in poverty more frequently change schools.Children in poverty more frequently change schools. Chronic health problems cause children in poverty to miss more school.Chronic health problems cause children in poverty to miss more school. Schools that serve low-income students have fewer resources.Schools that serve low-income students have fewer resources. Schools that serve low-income students are located in low-quality Schools that serve low-income students are located in low-quality

facilities.facilities. Schools that serve low-income students have a harder time recruiting Schools that serve low-income students have a harder time recruiting

highly qualified teachers.highly qualified teachers. Schools that serve low-income students face greater challenges in Schools that serve low-income students face greater challenges in

meeting studentsmeeting students’’ needs. needs. Schools that serve low-income students experience lower levels of parent Schools that serve low-income students experience lower levels of parent

involvement.involvement. Poor children are less likely to grow up in homes that are cognitively Poor children are less likely to grow up in homes that are cognitively

stimulating and more likely to be raised by parents with fewer years of stimulating and more likely to be raised by parents with fewer years of education.education.

Many children in poverty enter school significantly behind their Many children in poverty enter school significantly behind their classmates academically, socially, and physically, which puts them at classmates academically, socially, and physically, which puts them at greater risk for dropping out of school, retention, and referral to greater risk for dropping out of school, retention, and referral to special education. special education.

A $3,000/yr. lower family income in early childhood is associated with A $3,000/yr. lower family income in early childhood is associated with 17% lower productivity in adulthood, whereas lower income later in 17% lower productivity in adulthood, whereas lower income later in childhood appears to have little affect on later productivity. childhood appears to have little affect on later productivity.

Factors of Poverty that Factors of Poverty that Impede School SuccessImpede School Success

Low birth-weight and non-genetic prenatal influences which Low birth-weight and non-genetic prenatal influences which often attribute to low height/weight ratios. often attribute to low height/weight ratios.

Inadequate medical, dental, and vision care which sometimes Inadequate medical, dental, and vision care which sometimes leads to chronic illnesses (usually due to a lack of health leads to chronic illnesses (usually due to a lack of health insurance).insurance).

Food insecurities and substandard nutritional status.Food insecurities and substandard nutritional status. Environmental pollutants (mercury, lead, smog).Environmental pollutants (mercury, lead, smog). Instability and family stress (homelessness, numerous Instability and family stress (homelessness, numerous

moves, child abuse).moves, child abuse). Neighborhood characteristics (violence, drugs, sexual Neighborhood characteristics (violence, drugs, sexual

offenders).offenders). High teenage pregnancy rate (three times more prevalent).High teenage pregnancy rate (three times more prevalent). Delays in cognitive development and the ability to learn.Delays in cognitive development and the ability to learn. Higher probability of behavioral, social, and emotional Higher probability of behavioral, social, and emotional

problems.problems. The The ““Hidden RulesHidden Rules”” that children of poverty bring with them that children of poverty bring with them

conflict with the middle-class rules that schools employ.conflict with the middle-class rules that schools employ.

Low Birth-Weight and Non-Low Birth-Weight and Non-Genetic Prenatal Influences Genetic Prenatal Influences

African Americans are twice as likely as Whites to have a low birth-weight child African Americans are twice as likely as Whites to have a low birth-weight child and are 270% more likely to have a very low birth-weight child. and are 270% more likely to have a very low birth-weight child.

Low birth-weight babies have a low Apgar score, which is a composite based on five Low birth-weight babies have a low Apgar score, which is a composite based on five variables measured immediately after birth: Appearance, Grimace, Activity, and variables measured immediately after birth: Appearance, Grimace, Activity, and Respiration.Respiration.

Low Apgar scores indicate various problems that often include neurological damage. Low Apgar scores indicate various problems that often include neurological damage. Many low birth-weight babies display cognitive and behavioral difficulties soon Many low birth-weight babies display cognitive and behavioral difficulties soon

after birth, especially memory.after birth, especially memory. Many birth-weigh related deficits do not show up until the child begins school.Many birth-weigh related deficits do not show up until the child begins school. Children of LBW are 2.6 times more likely to display Attention Deficit Children of LBW are 2.6 times more likely to display Attention Deficit

Hyperactivity Disorder (ADHD).Hyperactivity Disorder (ADHD). The correlation between birth weight and IQ (or gestation time and IQ) is The correlation between birth weight and IQ (or gestation time and IQ) is

about .70.about .70. Intrauterine exposure to alcohol, cigarettes and cocaine are related to reduced Intrauterine exposure to alcohol, cigarettes and cocaine are related to reduced

head circumference, reduced cortical gray matter, and reduced total brain volume, head circumference, reduced cortical gray matter, and reduced total brain volume, as measured by MRIs taken at school age.as measured by MRIs taken at school age.

The greater the number of exposures to the different substances, the greater the The greater the number of exposures to the different substances, the greater the loss of brain volume and cortical gray matter.loss of brain volume and cortical gray matter.

Maternal obesity is more prevalent in women of poverty and often leads to diabetes Maternal obesity is more prevalent in women of poverty and often leads to diabetes which can cause serious birth defects, preterm births, and growth retardation.which can cause serious birth defects, preterm births, and growth retardation.

Women of poverty often experience more stress and anxiety during pregnancy which Women of poverty often experience more stress and anxiety during pregnancy which may lead to low birth-weight, sleep disturbances, temperament and attention may lead to low birth-weight, sleep disturbances, temperament and attention disorders, and displays of inappropriate behavior at school age.disorders, and displays of inappropriate behavior at school age.

Inadequate Health CareInadequate Health Care Children with inadequate health care often experience more Children with inadequate health care often experience more

frequent and/or longer-term illnesses.frequent and/or longer-term illnesses. These health issues which are often associated with poverty These health issues which are often associated with poverty

increase the absenteeism rate of children in poor families.increase the absenteeism rate of children in poor families. Excessive absences make it even more difficult for children who Excessive absences make it even more difficult for children who

enter school already behind to make up any learning gaps that may enter school already behind to make up any learning gaps that may exist.exist.

Untreated dental cavities affects a childUntreated dental cavities affects a child’’s behavior and s behavior and interferes with learning.interferes with learning.

Children without insurance who fail a vision screening usually Children without insurance who fail a vision screening usually never see an eye doctor.never see an eye doctor.

Children in poverty are six times more likely to be in poorer Children in poverty are six times more likely to be in poorer health and experience a wider variety of illnesses and injuries, health and experience a wider variety of illnesses and injuries, compared to other children.compared to other children.

Children in poverty demonstrate poor motor skills (gross and Children in poverty demonstrate poor motor skills (gross and fine); exhibit low height and weight for age, are at greater risk fine); exhibit low height and weight for age, are at greater risk for accidents and injuries; are more likely to have physical for accidents and injuries; are more likely to have physical impairments that restrict their activities; and are more likely impairments that restrict their activities; and are more likely to engage in risky and health-compromising behavior such as to engage in risky and health-compromising behavior such as smoking and early sexual activity.smoking and early sexual activity.

Food InsecuritiesFood Insecurities

In 2007 food insecurity was recorded in more than 10% (13 million) of In 2007 food insecurity was recorded in more than 10% (13 million) of U.S. households.U.S. households.

About 1/3 (4.7 million) of these households or just over 4% of all U.S. About 1/3 (4.7 million) of these households or just over 4% of all U.S. households, were classified as having very low food security.households, were classified as having very low food security.

Rates of food insecurity are 3.4 times higher in households with incomes Rates of food insecurity are 3.4 times higher in households with incomes below the official poverty line; 2.7 times higher in households with below the official poverty line; 2.7 times higher in households with children headed by single women; 2 times higher among black households; children headed by single women; 2 times higher among black households; and almost 2 times higher among Hispanic households.and almost 2 times higher among Hispanic households.

Babies and toddlers with inadequate diets are at risk for poor health, Babies and toddlers with inadequate diets are at risk for poor health, increased hospitalizations, and developmental delays, which can increased hospitalizations, and developmental delays, which can jeopardize their mental and physical readiness for school.jeopardize their mental and physical readiness for school.

Psychologists, nutritionists, and physicians agree that there is strong Psychologists, nutritionists, and physicians agree that there is strong evidence that nutrition is linked with school behavior and achievement.evidence that nutrition is linked with school behavior and achievement.

There is no There is no ““safesafe”” level of inadequate nutrition for healthy, growing level of inadequate nutrition for healthy, growing children. children.

Undernutrition along with environmental factors associated with poverty Undernutrition along with environmental factors associated with poverty cancan

permanently retard physical growth, brain development, and cognitive permanently retard physical growth, brain development, and cognitive functioning.functioning.

Low nutritional intake typically results in low motivation, Low nutritional intake typically results in low motivation, attentiveness, and emotional expression, which can negatively affect attentiveness, and emotional expression, which can negatively affect critical developmental processes, such as parent-child attachment and critical developmental processes, such as parent-child attachment and communication, play and learning.communication, play and learning.

Environmental Pollutants Environmental Pollutants Many poor communities are close to medical and municipal waste Many poor communities are close to medical and municipal waste

incinerators and to coal-fired power plants which emit mercury incinerators and to coal-fired power plants which emit mercury into the environment.into the environment.

Mercury is known to be a neurological poison that can cause a Mercury is known to be a neurological poison that can cause a wide variety of symptoms that resemble ADHD when they occur in wide variety of symptoms that resemble ADHD when they occur in school children, including hyperactivity and loss of focus.school children, including hyperactivity and loss of focus.

Lead is found in many older homes in poor communities.Lead is found in many older homes in poor communities. Lead exposure causes neurological damage, learning Lead exposure causes neurological damage, learning

disabilities, lower IQs, speech and hearing problems, and disabilities, lower IQs, speech and hearing problems, and behavioral problems such as attention deficit disorder and behavioral problems such as attention deficit disorder and hyperactivity, all of which are long-term problems that may hyperactivity, all of which are long-term problems that may not be reversible. not be reversible.

Toxic pesticides are found in agricultural workers and their Toxic pesticides are found in agricultural workers and their families, who usually live in poverty. families, who usually live in poverty.

Smog effects are usually largest in the inner cities, where Smog effects are usually largest in the inner cities, where the poor live in the greatest numbers. the poor live in the greatest numbers.

Dangerous air quality can cause asthma and other respiratory Dangerous air quality can cause asthma and other respiratory problems in children.problems in children.

Family Stress and Family Stress and InstabilityInstability

When the economy is bad and unemployment rises, reports of child When the economy is bad and unemployment rises, reports of child abuse and neglect increase.abuse and neglect increase.

It is estimated that some form of serious family violence occurs It is estimated that some form of serious family violence occurs annually in 10-20% of U.S. families.annually in 10-20% of U.S. families.

Family violence occurs much more frequently among the poor than the Family violence occurs much more frequently among the poor than the middle class or wealthy.middle class or wealthy.

The number one killer of African American women between 15 and 34 The number one killer of African American women between 15 and 34 years old is homicide at the hands of a current or former partner. years old is homicide at the hands of a current or former partner.

Domestic violence impairs the ability of parents to nurture the Domestic violence impairs the ability of parents to nurture the development of their children.development of their children.

Children that experience family violence are more likely to display Children that experience family violence are more likely to display social and emotional problems such as: aggressive behavior, social and emotional problems such as: aggressive behavior, depression, anxiety, decreased social competence, and diminished depression, anxiety, decreased social competence, and diminished academic performance. academic performance.

Between 3 million and 10 million children witness family violence Between 3 million and 10 million children witness family violence each year. each year.

Children exposed to violence suffer symptoms similar to Children exposed to violence suffer symptoms similar to posttraumatic stress disorder (increased rates of bed-wetting or posttraumatic stress disorder (increased rates of bed-wetting or nightmares, and they are at greater risk than their peers of having nightmares, and they are at greater risk than their peers of having allergies, asthma, gastrointestinal problems, headaches and flu.)allergies, asthma, gastrointestinal problems, headaches and flu.)

NeighborhoodsNeighborhoods Studies have shown that students from different class neighborhoods Studies have shown that students from different class neighborhoods

that have an identical prior achievement background, an identical that have an identical prior achievement background, an identical family background, and an identical school membership, displayed family background, and an identical school membership, displayed differences in educational achievement estimated to be a differences in educational achievement estimated to be a difference of between the 10th and the 90difference of between the 10th and the 90thth percentile on an percentile on an achievement test. achievement test.

Neighborhoods independently have significant effects on Neighborhoods independently have significant effects on achievement, usually by weakening parental influences on their achievement, usually by weakening parental influences on their children. children.

Many parents have their decent family values undermined by Many parents have their decent family values undermined by neighborhoodneighborhood

youth cultures that are oppositional, dysfunctional, or both.youth cultures that are oppositional, dysfunctional, or both. Neighborhoods affect the verbal achievements of children. Neighborhoods affect the verbal achievements of children. The size and the linguistic competencies of members of the speech The size and the linguistic competencies of members of the speech

community in impoverished communities may be restricted.community in impoverished communities may be restricted. Widespread distrust, fear of violence, and isolating physical Widespread distrust, fear of violence, and isolating physical

environments, public communication patterns for both adults and environments, public communication patterns for both adults and youth in impoverished communities with low levels of collective youth in impoverished communities with low levels of collective efficacy are likely to be severely inhibited. efficacy are likely to be severely inhibited.

Poor neighborhoods expose children to more pollutants which Poor neighborhoods expose children to more pollutants which increase the likelihood of childhood illnesses and high absenteeism increase the likelihood of childhood illnesses and high absenteeism rates. rates.

Teen PregnanciesTeen Pregnancies Teenage birth rates are higher among teens in Teenage birth rates are higher among teens in

poverty.poverty. Poor teens give birth at three times the rate of Poor teens give birth at three times the rate of

other teens.other teens. Teen mothers are more likely to drop out of high Teen mothers are more likely to drop out of high

school and are less likely to receive a college school and are less likely to receive a college degree.degree.

The children of teenage mothers are more likely to The children of teenage mothers are more likely to perform poorly in school.perform poorly in school.

The children of teenage mothers are 50% more likely The children of teenage mothers are 50% more likely to repeat a grade, and have lower performance on to repeat a grade, and have lower performance on standardized tests. standardized tests.

Cognitive DevelopmentCognitive Development Children in poverty are more likely to experience low cognitive scores, Children in poverty are more likely to experience low cognitive scores,

learning disabilities, low verbal skills, and other health problems.learning disabilities, low verbal skills, and other health problems. Before starting kindergarten, the average cognitive scores of children Before starting kindergarten, the average cognitive scores of children

of high socio-economic status (SES) are 60% higher than those of low of high socio-economic status (SES) are 60% higher than those of low SES.SES.

Family SES and early language development are positively related to Family SES and early language development are positively related to later language development, academic achievement, and school success.later language development, academic achievement, and school success.

First graders from families who are not poor are more proficient in First graders from families who are not poor are more proficient in understanding words in context and in performing multiplication and understanding words in context and in performing multiplication and division than first graders from poor families.division than first graders from poor families.

Children in poverty are 1.3 times more likely to have developmental Children in poverty are 1.3 times more likely to have developmental delays or learning disabilities than other children.delays or learning disabilities than other children.

Children in poverty are more likely to experience school Children in poverty are more likely to experience school ““unreadinessunreadiness”” which affects more than 40% of American children that are not prepared which affects more than 40% of American children that are not prepared for kindergarten.for kindergarten.

More than 1/3 of children in poverty enter kindergarten already behind More than 1/3 of children in poverty enter kindergarten already behind their peers and by fourth grade more than 50% of these children will not their peers and by fourth grade more than 50% of these children will not meet the state standard for reading..meet the state standard for reading..

School success is most vulnerable to the effects of poverty during the School success is most vulnerable to the effects of poverty during the preschool years.preschool years...

A childA child’’s rate of academic achievement decreases the longer a child is s rate of academic achievement decreases the longer a child is in poverty, with deficits in verbal, mathematical, and reading skills in poverty, with deficits in verbal, mathematical, and reading skills that may be two to three times larger than higher SES children. that may be two to three times larger than higher SES children.

Illustration of the Affects Poverty has Illustration of the Affects Poverty has on Cognitive Developmenton Cognitive Development

Average mathematics scores of U. S. fourth grade students by percentage of students in public school eligible for free and reduced lunch.

Affects of Poverty on Affects of Poverty on Brain DevelopmentBrain Development

Poverty affects three factors in brain development: the childPoverty affects three factors in brain development: the child’’s s relationships, learning resources, and stress. Children develop in an relationships, learning resources, and stress. Children develop in an environment full of relationships including their immediate and extended environment full of relationships including their immediate and extended families, caregivers, neighbors, and community. Poverty can compromise families, caregivers, neighbors, and community. Poverty can compromise these relationships. Brains are built from the bottom up, with simple these relationships. Brains are built from the bottom up, with simple skills and circuits forming a foundation in early childhood for more skills and circuits forming a foundation in early childhood for more complex circuits and skills that are built later. The factors that are complex circuits and skills that are built later. The factors that are needed to create a strong structural design of brain circuitry are needed to create a strong structural design of brain circuitry are abundant, safe opportunities to learn and active, reciprocal relationships abundant, safe opportunities to learn and active, reciprocal relationships with adults that can be described as with adults that can be described as ““serve and returnserve and return”” interactions. When interactions. When children receive few opportunities for positive serve-and-return children receive few opportunities for positive serve-and-return interactions, which occurs when the responses from adults are sporadic, interactions, which occurs when the responses from adults are sporadic, inappropriate, or missing entirely, they are not getting the stimulation inappropriate, or missing entirely, they are not getting the stimulation their brains need to develop in a healthy way. Parents in poverty are their brains need to develop in a healthy way. Parents in poverty are usually struggling to make ends meet and are less able to provide those usually struggling to make ends meet and are less able to provide those experiences for their children, whether through having the choice to stay experiences for their children, whether through having the choice to stay at home or by having access to high-quality child care. Families in poverty at home or by having access to high-quality child care. Families in poverty are also less able to afford books, educational trips, and other learning are also less able to afford books, educational trips, and other learning resources which could improve their childresources which could improve their child’’s cognitive development. s cognitive development. Scientist agree that exposure to excessive adversity, or Scientist agree that exposure to excessive adversity, or ““toxic stress,toxic stress,”” can disturb the development of a childcan disturb the development of a child’’s brain. Toxic stress occurs when a s brain. Toxic stress occurs when a child does not experience consistent supportive relationships, and often child does not experience consistent supportive relationships, and often leads to lifelong problems with learning, behavior, and both physical and leads to lifelong problems with learning, behavior, and both physical and mental health. Excessively stressful conditions early in childhood are mental health. Excessively stressful conditions early in childhood are linked to numerous changes in the brain that impede healthy development. linked to numerous changes in the brain that impede healthy development.

Teachers Can Help Build Teachers Can Help Build Cognitive StrategiesCognitive Strategies

Use graphic organizers. Use graphic organizers. Identify methods of having a systematic Identify methods of having a systematic approach to the data/text.approach to the data/text.

Establish goal-setting and procedural Establish goal-setting and procedural self-talk.self-talk.

Teach conceptual frameworks as part of Teach conceptual frameworks as part of the content.the content.

Use a kinesthetic approach to teaching.Use a kinesthetic approach to teaching. Use rubrics. Use rubrics. Teach the structure of language. Teach the structure of language. Teach students to make questions.Teach students to make questions. Sort relevant from irrelevant cues.Sort relevant from irrelevant cues. Teach mental models. Teach mental models.

Social, Emotional, and Social, Emotional, and Behavioral ProblemsBehavioral Problems

Key risk factors for poor social-emotional development in children living Key risk factors for poor social-emotional development in children living in poverty include: persistence of poverty, single-parent status, maternal in poverty include: persistence of poverty, single-parent status, maternal educational level, English proficiency, parent psychosocial problems, educational level, English proficiency, parent psychosocial problems, homelessness, chronic illness, neighborhood violence, and substance abuse.homelessness, chronic illness, neighborhood violence, and substance abuse.

Emotional, social, and behavioral problems in children of poverty are Emotional, social, and behavioral problems in children of poverty are often due to an increased exposure to parental depression, domestic often due to an increased exposure to parental depression, domestic violence, substance abuse, and alcoholism.violence, substance abuse, and alcoholism.

Poor children with depressed mothers may also suffer from aggression, Poor children with depressed mothers may also suffer from aggression, problems forming relationships with other children, trust issues, and problems forming relationships with other children, trust issues, and future vulnerability to substance abuse. future vulnerability to substance abuse.

Children in long-term poverty often experience heightened feelings of Children in long-term poverty often experience heightened feelings of anxiety, unhappiness, and dependence.anxiety, unhappiness, and dependence.

The economic stress of poverty which often elevates parental stress, The economic stress of poverty which often elevates parental stress, increases parentsincreases parents’’ tendency to discipline their children more harshly and tendency to discipline their children more harshly and inconsistently while ignoring their childreninconsistently while ignoring their children’’s needs for physical and s needs for physical and emotional support and comfort contributes to poor social-emotional emotional support and comfort contributes to poor social-emotional development in children. development in children.

A childA child’’s ability to create and maintain early, important relationships s ability to create and maintain early, important relationships with parents, peers, and teachers upon entering school is a strong with parents, peers, and teachers upon entering school is a strong predictor of school success.predictor of school success.

Teachers can also contribute to poor childrenTeachers can also contribute to poor children’’s negative school experience s negative school experience by paying less attention to poor children and ignoring developmental and by paying less attention to poor children and ignoring developmental and behavioral problems that need to be addressed. behavioral problems that need to be addressed.

Characteristics of Children in Characteristics of Children in Poverty Displayed at SchoolPoverty Displayed at School

Disorganized, frequently lose papers, donDisorganized, frequently lose papers, don’’t have signatures, etc.t have signatures, etc. Have numerous reasons why something is missing, or the paper is Have numerous reasons why something is missing, or the paper is

gone, etc.gone, etc. DonDon’’t do homework.t do homework. Physically aggressive.Physically aggressive. Like to entertain.Like to entertain. Only see part of what is on a page.Only see part of what is on a page. Only do part of assignments.Only do part of assignments. DonDon’’t seem to know how to get started (no procedural self-talk).t seem to know how to get started (no procedural self-talk). Unable to monitor their own behavior.Unable to monitor their own behavior. Laugh when disciplined.Laugh when disciplined. Will only do work for a teacher they like.Will only do work for a teacher they like. Tell stories in the casual-register structure.Tell stories in the casual-register structure. DonDon’’t know or use middle-class courtesies.t know or use middle-class courtesies. Dislike authority.Dislike authority. Talk back and are extremely participatory.Talk back and are extremely participatory.* Taken from: A Framework for Understanding Poverty by Ruby Payne* Taken from: A Framework for Understanding Poverty by Ruby Payne

Ruby PayneRuby Payne’’s Suggestions for s Suggestions for TeachersTeachers

Behavior Related to Poverty InterventionLaugh when disciplined: A way to save face in matriarchal poverty.

Understand the reason for the behavior. Tell students three or four other behaviors that would be more appropriate.

Argue loudly with the teacher: Poverty is participatory, and the culture has a distinct authority. See the system as inherently dishonest and unfair.

Don’t argue with students. Model respect for students.

Angry response: Anger is based on fear. Question what the fear is: loss of face?

Respond in the adult voice. When students cool down, discuss other responses they could have used.

Inappropriate or vulgar comments: Reliance on casual register; may not know formal register.

Have students generate (or teach students other) phrases that could be used to say the same thing.

Physically fight: Necessary to survive in poverty. Only know the language of survival. Do not have language or belief system to use conflict resolution. See themselves as less than a man or woman if they don’t fight.

Stress that fighting is unacceptable in school. Examine other options that students could live with at school other than fighting. One option is not to settle the business at school.

Hands always on someone else: Poverty has a heavy reliance on non-verbal data and touch.

Allow them to draw or doodle. Have them hold their hands behind their back when in line or standing.

Cannon follow directions: Little procedural memory used in poverty. Sequence not used or valued.

Write steps on the board. Have them practice procedural self-talk.

Ruby PayneRuby Payne’’s Suggestions for s Suggestions for TeachersTeachers

Behavior Related to Poverty InterventionExtremely disorganized: Lack of planning, scheduling, or prioritizing skills. Not taught in poverty. Also, probably don’t have a place at home to put things so that they can be found.

Teach a simple, color-coded method of organization in the classroom. Use the five-finger method for memory at the end of the day. Have each student give a plan for organization.

Complete only a part of a task: No procedural self-talk. Do not “see” the whole task.

Write on the board all the parts of the task. Require each student to check off each part when finished.

Disrespectful to teacher: Have a lack of respect for authority and the system. May not know any adults worthy of respect.

Tell students that disrespect is not a choice. Identify for students the correct voice tone and word choice that are acceptable. This allows students to practice.

Harm other students, verbally or physically: This may be a way of life. Probably a way to buy space or distance. May have become a habitual response. Poverty tends to address issues in the negative.

Tell students that aggression is not a choice. Have students generate other options that are appropriate choices at school. Give students phrases that can be used instead of the one(s) used.

Cheat or steal: Indicative of weak support system, weak role models/emotional resources. May indicate extreme financial need. May indicate little instruction/guidance during formative years.

Use a metaphor story to find the reason or need behind the cheating or stealing. Address the reason or need. Emphasize that the behavior is illegal and not an option in school.

Talk incessantly: Poverty is very participatory.

Have students write all questions and responses on a note card two days a week. Tell students that each gets five comments a day. Build participatory activities into the lesson.

School Support Systems for School Support Systems for Children in PovertyChildren in Poverty

School wide homework support: schools provide tutors to assist School wide homework support: schools provide tutors to assist children with homework during the school day or after school.children with homework during the school day or after school.

Supplemental school wide reading programs: schools provide Supplemental school wide reading programs: schools provide programs to encourage children to read.programs to encourage children to read.

Looping: schools keep students with the same teacher for two or Looping: schools keep students with the same teacher for two or more years (long term relationships are built between teachers, more years (long term relationships are built between teachers, students, and their families).students, and their families).

Teach Coping Strategies: this can be done in small groups with Teach Coping Strategies: this can be done in small groups with guidance counselors or one-on-one.guidance counselors or one-on-one.

School wide scheduling: schools place students in subgroups based School wide scheduling: schools place students in subgroups based on ability for reading and math.on ability for reading and math.

Direct-teaching of classroom skills: teachers teach students simple Direct-teaching of classroom skills: teachers teach students simple classroom rules (where to put your things, appropriate behavior classroom rules (where to put your things, appropriate behavior during group time, etc.).during group time, etc.).

Daily goal-setting and procedural self-talk: goals would be written Daily goal-setting and procedural self-talk: goals would be written and reviewed at the end of each day; procedural self-talk would be and reviewed at the end of each day; procedural self-talk would be written down for children to follow step-by-step when needed.written down for children to follow step-by-step when needed.

Team interventions: all teachers of a child meet with the childTeam interventions: all teachers of a child meet with the child’’s s parents to discuss plans to help the student become more parents to discuss plans to help the student become more successful.successful.

Reduce the Effects of Reduce the Effects of Childhood PovertyChildhood Poverty

Decrease the rate of low birth-weight children.Decrease the rate of low birth-weight children. Provide programs to reduce drug and alcohol abuse.Provide programs to reduce drug and alcohol abuse. Decrease pollutants in our cites and move people away from Decrease pollutants in our cites and move people away from

toxic sites.toxic sites. Provide universal and free medical care for all American Provide universal and free medical care for all American

citizens.citizens. Provide food programs to ensure that no one experiences Provide food programs to ensure that no one experiences

food insecurity and malnutrition.food insecurity and malnutrition. Provide programs to reduce the rates of family violence in Provide programs to reduce the rates of family violence in

low-income households.low-income households. Provide programs to improve mental health services among Provide programs to improve mental health services among

the poor.the poor. Provide equitable distribution of low-income housing Provide equitable distribution of low-income housing

throughout communities.throughout communities. Reduce both the mobility and absenteeism rates of children.Reduce both the mobility and absenteeism rates of children. Provide high-quality preschools for all children.Provide high-quality preschools for all children. Provide summer programs for children in poverty in order to Provide summer programs for children in poverty in order to

reduce summer losses in their academic achievement.reduce summer losses in their academic achievement.

PaynePayne’’s Key Points to s Key Points to RememberRemember

Poverty is relative.Poverty is relative. Poverty occurs in all races and in all countries.Poverty occurs in all races and in all countries. Economic class is a continuous line, not a clear-cut distinction.Economic class is a continuous line, not a clear-cut distinction. Generational poverty and situational poverty are different.Generational poverty and situational poverty are different. An individual brings with him/her the hidden rules of the class in which An individual brings with him/her the hidden rules of the class in which

he/she was raised.he/she was raised. Schools and businesses operate from middle-class norms and use the Schools and businesses operate from middle-class norms and use the

hidden rules of middle-class.hidden rules of middle-class. For our students to be successful, we must understand their hidden rules For our students to be successful, we must understand their hidden rules

and teach them the rules that will make them successful at school and at and teach them the rules that will make them successful at school and at work.work.

We can neither excuse students nor scold them for not knowing; as We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and educators we must teach them and provide support, insistence, and expectations.expectations.

To move from poverty to middle class or middle class to wealth, an To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some individual must give up relationships for achievement (at least for some period of time).period of time).

Two things that help one move out of poverty are education and Two things that help one move out of poverty are education and relationships.relationships.

Four reasons one leaves poverty are: ItFour reasons one leaves poverty are: It’’s too painful to stay, a vision s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.or goal, a key relationship, or a special talent or skill.

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This project work is This project work is original and I have not original and I have not submitted it for credit in submitted it for credit in any other course at ECU or any other course at ECU or any other higher education any other higher education institution. institution.