The Impact of Poverty on Children's

Quality of Life and Achievement in School

by

Ashley Sillman

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree in

School Counseling

Approved: 2 Semester Credits

/ /9 / ~/ /) ,) t1 V~ c5 U~>--...------­

Renee Chandler

The Graduate School

University of Wisconsin-Stout

May, 2011

1

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Sillman, Ashley N.

The Impact of Poverty on Children's Quality of life and Achievement

in School

Graduate Degree/ Major: MS School Counseling

Research Adviser: Renee Chandler

MonthrYear: May, 2011

Number of Pages: 28

Style Manual Used: American Psychological Association, 6th edition

Abstract

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The issue of poverty and the difficulties associated with living in it affect many people

including children. Poveliy can impact children's physical and mental health while hindering

their social development and academic achievement. According to Wadsworth et al. (2008),

"Growing up and living with persistent poverty is detrimental to one's psychological, physical,

and educational health." (p. 156). Students living in poverty must deal with the daily stresses of

a potentially unstable home and family life while attempting to maintain relationships with peers

and be successful academically. This is a huge feat for a child who has few if any resources and

possibly little support from parents and the community. Many students living in poverty end up

being unsuccessful in school and do not perform as well as students from affluent households

(Taylor, 2005). In addition, poor students are more likely to be suspended and expelled. The

impact of poverty on children's lives was explored in this literature review followed by

recommendations on ways professionals can advocate for these children.

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Table of Contents

Abstract ............................................................................................................................................ 2

Chapter I: Introduction .................................................................................................................... 4

Statenlent of the Problenl ..................................................................................................... 7

Purpose of the Study ............................................................................................................ 8

Research Questions .............................................................................................................. 8

Assumptions and Limitations of the Study .......................................................................... 8

Definition of terms ............................................................................................................... 9

Chapter II: Literature Review .......................................................................................................... 9

Poverty and Children's Health ............................................................................................. 9

Poverty and Children's Social Relationships ..................................................................... 12

Poverty and Children's Academic Achievement ............................................................... 15

Chapter III: Discussion .................................................................................................................. 20

Summary ........................................................................................................................... 20

Critical Analysis ............................................................................................................... 20

Recoffill1endations .............................................................................................................. 22

References ...................................................................................................................................... 27

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Chapter I: Introduction

For people living in poverty, the harsh reality of life's challenges appears all too

frequently. Impoverished individuals and families struggle on a daily basis to obtain basic

necessities essential to a healthy life including food, shelter, and medicine. When the poverty

line was developed in the 1960's, the federal government used the cost of the least expensive

food plan to determine how much money a family would have to spend in order to feed

themselves adequately (O'Hare, 1990). The govemment then determined that families typically

spent one third of their income on food. Taking this into consideration, they multiplied the least

expensive food plan by three and the povetiy line was set (O'Hare, 1990). Despite it being

nearly half a century later, the poverty line has not been changed, with the exception of an

increase relative to inflation. Families are no longer spending one third of their income on food;

they are spending a large pOliion of their income on housing and other expenses such as

childcare, utilities, and transportation (O'Hare, 1990). If the poverty line were re-evaluated

today, there would potentially be millions more Americans who would qualify as being poor.

Due to a shortage in jobs and lack of affordable housing, homelessness among the poor

has become widespread (Baggerly and Borkowski, 2004). For many people, the most difficult

part of trying to survive in poverty is the fact that they also have one or more children to support.

According to Walker-Dalhouse and Risko (2008), "More than 550,000 families of young

children are homeless and 13 million children are living in poverty" (p. 84). Homeless families

might move from shelter to shelter, stay with different friends and family members each week, or

spend time living out of a vehicle or in a tent. It can be mentally draining for children to live in a

constant state of uncertainty about when they will be "uprooted" and moved to a different place.

Children of impoverished families are at a significant disadvantage when compared with

children who are more financially well-off because they may lack basic necessities and resources

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to be successful in several areas of their lives. Not only do these children face physical

hardships, they are at risk for emotional, social, and behavioral difficulties as well. These

problems have the potential to impact poor children's school attendance and performance

(Walker-Dalhouse and Risko, 200S). A shocking example of the academic difficulties faced by

impoverished children can be seen in the following statistic: "Seventy-five percent of US.

children who are homeless perform below grade level in reading" (p. S4). The key to success for

many children could be the skills they learn in schools that will prepare them to perform their

roles in the future. However, some of the behaviors of impoverished parents tend to put their

children at an academic disadvantage. For example, parents in poor financial situations are less

likely to read to their young children. Since being read to helps children develop their

understanding of language, when they are not read to they enter school lagging behind their

peers.

It may be helpful to understand child poverty through the use of a direct effects model.

According to Engle and Black (200S), "In a direct effects model, poverty influences children's

education and development by increasing risk factors and limiting protective factors and

0ppOliunities for stimulation and emichment" (p. 245). In other words, children who are poor

have more problems associated with educational achievement and fewer resources to cope with

those problems. Education in a school setting could be patiicularly essential for children in

poverty who may have few other stable places in which to develop essential skills. Without a

good understanding of reading, writing, math and other subjects as well as social and life skills,

these children may perform poorly in the classroom leading to difficulty obtaining a high school

diploma or college degree. If these children grow up with poor academic skills and a potential

lack of job skills, they may end up continuing a cycle of poverty.

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Since poor students tend to struggle in the classroom, it would be beneficial for teachers

to understand the difficulties these students face, and strategies that can be used to help them

succeed (Taylor, 2005). For example, teachers can create a safe place in their classroom for the

student if they need time to cope with a stressful life event. It is also suggested that teachers

show genuine care about poor students and believe in their abilities. Since they have contact

with students for several hours per day, they become a large influence and an impOliant figure in

their lives. It is therefore essential that teachers be equipped with adequate knowledge to best

advocate for these students.

Some programs were developed by the federal government to provide aid to poor

children including the School Lunch Act in 1946 and the Head Start Program in 1965 (Taylor,

2005). Public schools now offer a reduced-price or free lunch meal to children whose families

qualify as low-income. This can be a tremendous relief for families who might not otherwise be

able to afford five meals per week for each of their school-aged children. The Head Start

Program also assists low-income families by providing an educational setting for preschool-age

children to learn skills that will help them be successful upon entering kindergarten. The

program is free and provides one meal to each child every day. In addition, some Head Start

Programs work with the local food pantry to provide children with food on the weekends.

Programs that are part of schools are very beneficial because children spend much of their time

in educational settings where they can be reached and offered services. While programs such as

those previously mentioned have helped fill some needs, there are still many more that must be

addressed.

Children who come from impoverished families may benefit from mentor programs that

offer them suppOli that some parents, especially those who are single, may have little time to

provide. There has been an increasing occurrence of single-parent families who are more likely

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to experience poverty. Single parents may be forced to work long hours to provide financial

support for themselves and their children which leaves them little time to spend with them.

Without some type of mentor program, children may spend hours alone and unsupervised with

little stimulation. Many neighborhoods where poor children live are dangerous and offer few

opportunities to participate in positive interactions and activities (Walker, Crawford, and Taylor,

2008). Neighborhood schools could create programs where students have the opportunity to stay

after school and be involved in sports, clubs, or tutoring programs. Instead of participating in

negative or sedentary activities, students would have the benefit of interacting with their peers

and positive role models while being active. Tutoring programs could be especially beneficial

for students living in poverty because it would give them extra help in an important area that

they typically struggle in.

Reviewing scholarly literature on the topic of poveliy and specifically how it affects

children can provide an understanding of the difficulties they face, possible interventions, and

who is in the best position to have an impact. This literature review will focus on three primary

areas of concern associated with child poverty including health, relationships, and academic

achievement.

Statement of the Problem

Children living in poverty in America have more challenges and far less resources than

children who are not living in poverty. They are often overlooked by adults even though they are

in need of the most help. Without some type of recognition and intervention, these children are

in danger of continuing to fall behind their peers academically and socially.

Purpose of the Study

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The goal ofthis literature review was to explore the unique struggles that children living

in poverty must face on a daily basis. In addition, it attempts to make connections between

poverty and student health, relationships, and achievement and offer recommendations for school

professionals.

Research Questions

The following research questions have been developed to explore and discuss in relation

to relevant scholarly literature:

1. What is the relationship between poverty and children's physical and mental health?

2. What is the relationship between poverty and the quality of children's social relationships?

3. What are the differences between the academic achievement of students living in poverty and

those not living in poverty?

Assumptions and Limitations of the Study

An assumption of this literature review is that poverty will have an overall negative

impact on children's quality of life, including physical and mental health and social

relationships. Another assumption is that children who are living in poverty will perform lower

in academic subjects than their peers thus resulting in limited opportunities for their future.

A limitation of this literature review is that the research in two referenced articles was

conducted in another country so it may be difficult to generalize the findings to poverty

conditions in America. Another limitation is that in several studies, young children self-reported

what it was like to be poor. Some of the self reports are difficult to understand and interpret and

therefore draw sufficient conclusions from. Furthermore, reviewing the scholarly literature does

not give the same depth of understanding that might be acquired through conducting an actual

study.

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Definition of Terms

This section discusses words and topics that are important to be clearly defined so the

reader understands what they mean in this particular context.

Chronic Poverty: "Percent of people in poverty every month for the duration of a

longitudinal survey panel (typically 3 to 4 years)" (U.S. Census Bureau, 2010, n.p.).

Poor: "Lacking material assets and health and capabilities such as social belonging,

cultural identity, respect and dignity, and information and education" (Engle & Black, 2008, p.

244).

Poverty: "If a family's total income is less than the family's threshold, then that family

and every individual in it is considered in poverty" (U.S. Census Bureau, 2010, n.p.).

Chapter II: Literature Review

Introduction

This chapter will include a discussion of how poverty is related to the physical and

mental health of children. In addition, it will explore the social relationships impoverished

children have with their families, peers, teachers, and the community. The chapter will conclude

with a discussion about how poverty impacts the educational achievement of students.

Poverty and Children's Health

One of the negative impacts poveliy can have on children involves their health. Limited

access to adequate nutrition, a safe living environment, and health care are all factors that

contribute to problems associated with the physical health of impoverished families and their

children.

Proper nutrition is important for children because it allows for brain development and

body growth. Families that have a low income may struggle with providing their children with

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enough food which can lead to poor physical health (Wadsworth et aI., 2008). For some

struggling families, the income that they do have may go primarily toward paying for things such

as housing, heat, and water. These expenses may take up most of the family's income leaving

little money left over for food. Due to food insecurity, not only are poor children at risk for

under nutrition, they are also at risk for being overweight (Engle and Black, 2008). Food

insecurity means that it is uncertain if enough nutritious food will be available to feed a family.

Without adequate nutrition it may be difficult if not impossible for children in poor families to

physically grow and develop to their full potential. In cases where the family purchases cheaper,

less nutritious food, or rely on the convenience of fast food, children may be in danger of obesity

which can lead to serious health problems such as diabetes.

The living conditions poor children may be exposed to can also contribute to a decline in

physical health. These children are at an increased risk for exposure to toxins (Wadsworth et aI.,

2008). This could be due to the possibility that impoverished families may live in homes or

apartments that are contaminated with mold, asbestos, or lead paint. Cheaper and older housing

is often associated with these potentially dangerous substances. There may also be risks

involved with the structure of homes such as lack of railings in stairways or exposed electrical

wiring. In addition, families may struggle to pay for utilities such as heat, water, and electricity.

Without these things, children may suffer in cold winter months and not have abundant access to

clean water for drinking and bathing. Another factor contributing to decreased physical health is

the lack of access to basic necessities such as a toothbrush and toothpaste. Some children may

use their finger and soap to brush their teeth while others may not understand the importance of

brushing at all, which can lead to cavities and other health problems.

Children who are at risk for developing physical health problems are likely to need access

to health care. However, this is often a difficult resource for families to obtain (Wadsworth et

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aI., 2008). In the United States, health care is privatized, which can make it very costly to

purchase insurance or payout of pocket for expenses. These children may be deprived of annual

physical exams, dental care, medicine, and proper treatment for injuries. This is yet another

example of an area where poor children have an increased need for a resource with decreased

access to it. Some children living in impoverished families are well aware of their inability to

receive medical care. For example, when poor children were interviewed and asked about health

and dental concerns, they often reported self-care as their only option. They stated that they

would pull out their own tooth if it hurt or just "deal with the pain" because they wouldn't have

enough money to pay a dentist to fix it (Fortier, 2008).

While there are many concerns associated with the physical health of children living in

poverty, there are also serious consequences to their mental health (NICHHD, 2005). Because

poverty often leads to stress; symptoms of depression, anxiety, hostility, and aggression may

develop more often among children living in these circumstances (Wadsworth et aI,

2008).Children living in impoverished conditions may have an overwhelming amount of anxiety

associated with worrying about themselves and their family's situation. They may worry about

things like where they will live, what they will eat, and how they will pay for necessities.

Anxiety and depression in adolescents is consistently impacted by family poverty (Najman et aI,

2010). These individuals may feel helpless or hopeless about their situation, and hostile toward

others who have economic advantages. The overarching consequences associated with living in

poverty can be too mentally draining for some to bear. It may impact their ability to rationalize

effectively and make good decisions, therefore leading to poor life choices.

Mental state and physical surroundings can have a great impact on the behaviors people

exhibit. Children and adolescents who are living in poverty are more likely to engage in deviant

behaviors (Wadsworth et aI, 2008). Some of these behaviors include teen pregnancy, substance

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abuse, legal troubles and arrests, and school failure and dropout. These behaviors can have

serious long term consequences. For example, becoming a teenage mother or father involves an

overwhelming amount of financial, physical, and mental stress. The situation is made even more

difficult if the teenagers come from an impoverished background. They may struggle to pay for

medical bills associated with the pregnancy and bilih as well as supplies such as diapers, food,

and clothing. It can be physically stressful to care for a newborn child with hourly needs.

Furthermore, teenagers may not be mentally mature enough to handle the stress of parenthood

while trying to maintain their identities as youth and finish high school. They may end up

dropping out of high school and facing job insecurity therefore continuing in a cycle of poverty.

Aforementioned, it is often difficult for people living in poverty to obtain access to

quality health care for physical needs. This can be true for mental health care as well. Poor

individuals who are suffering from mental problems which may in fact be caused by their life

situation do not always receive the therapy or medications that they need to function successfully

in their lives.

Poverty and Children's Social Relationships

There are ways in which poverty is related to the quality of social relationships in a

child's life. These relationships include those between the child and their peers, family, teachers,

and the community. Sometimes when a child is living in poverty it causes the relationships they

have with others to be strained. This may be due to the dynamics between individuals living in

different socioeconomic classes, a lack of social skill development on the part of the

impoverished child, or the added stress from life circumstances.

Among their peers in school, poor students are more likely to experience teasing and

bUllying. Since they may lack the financial resources to pay for new clothing, the clothes they

wear may be dirty, holey, or worn for several days in a row (Fortier, 2006). Having the right

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clothes can be a huge concem for poor students who want to fit in and look the same as their

peers. They may be socially excluded from friends because they are unable to afford the right

brands of clothing. Poor teenagers may also worry about being accepted by their friends,

especially when they cannot afford to participate in popular activities like shopping, going to the

movies, or going out to eat (Walker, Crawford, and Taylor, 2008). Being teased and excluded

can be a painful experience that may result in the development of a decreased sense of self­

worth. Healthy social relationships with peers are important to build and maintain because they

allow individuals to develop a network of suppOli. This support is especially impOliant for a

child whose life has been made more difficult due to poverty.

The difficulties associated with poverty can also put stress on family relationships.

According to the NICHHD (2005), "Families living in chronic poverty have more prolonged and

extensive parental stress" (p.795). The stresses of raising children in poveliy can often lead

parents to develop a punitive, coercive parenting style instead of a sensitive, responsive

parenting style. This type of parenting can lead to strained relationships between children and

parents who have little tolerance for misbehavior and few strategies for behavioral management

other than punishment. It is possible that parents' relationships with their children may weaken

if they are unable to spend time together. Parents living in poverty may have no choice but to

work long hours at one or more jobs. They may be gone when their children get home from

school and not retum home until late. Situations like this can leave children responsible for

themselves much of the time. When they rarely see their parents and must rely on themselves for

things like preparing meals and doing homework, the strength of a supportive parent-child

relationship may suffer. In families where there is more than one child, older siblings may be

responsible for caring for younger ones and become more like a parental figure. Although this

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could lead to a strong bond between siblings, it places a heavy burden on the oldest child who

may end up experiencing stress and resentment toward other family members.

Although teachers are an important influence on the lives of children, the relationship

between poor students and their teachers could be difficult to build and maintain. Students who

are homeless or constantly moving may frequently enter and leave different school districts

depending on where they are living. This may make it difficult for students to develop

relationships with teachers, school counselors, and other support staff. It could be frustrating and

time consuming for teachers to help students who are entering in the middle of the school year.

Also, children may be reluctant to trust teachers or rely on them for help because of the

uncertainty of how long they will remain in a school. Most teachers also have middle class

backgrounds and may not have a realistic understanding of what their students in poverty are

expenencmg.

Children who are living in poveliy feel disconnected from their community. They may

live in places where there are few other children to interact with, where there is less access to

parks, playgrounds, and libraries, and where there are more dangers. Children who are poor are

more likely to see their communities as limited while seeing more affluent communities as larger

with more things to do (Fortier, 2006). Poor children reported that people living in wealthy

neighborhoods would go roller skating, go to an amusement park, or visit another country for

fun. When they described their own community, they said they would probably stay in their

neighborhood, eat, go to sleep, wake up, and do the same thing again. The beliefs and attitudes

associated with both neighborhoods suggest disconnectedness with their own community while

at the same time a glorified fantasy of wealthy communities.

Poverty and Children's Academic Achievement

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Academic achievement is important for students, especially for those living in poverty

because it may be an important opportunity for success. High academic achievement can lead to

oppOliunities for continued education after high school and a successful career. Students who

are not high achievers or who do not graduate high school are more likely to continue to live in

poverty in the future.

Although important, academic achievement is yet another area where poor children tend

to struggle. According to WadswOlih et al. (2008), "Children from poverty perform less well in

school, repeat grades more often, and are more likely to drop out of school than non-poor

children" (p. 157). This could be due to several reasons including stress, limited access to

resources, and a lack of school readiness. Children who grow up in poverty worry so much

about other issues in their lives that they have less time and energy to focus on their education

(Horgan, 2009). Instead of being focused on a homework assignment, poor children might be

thinking about who made fun of their tattered clothes that day, or they may be worried about

where they will be sleeping that night, or how they will treat their own ear infection because they

cannot go to the doctor.

It is a common practice in today's schools for teachers to give assignments that require

the use of time and resources outside the school. For example, a student may be given a

homework assignment to do an Internet research project or build something at home. For

students who are living in poveliy, these assignments can be frustrating if not impossible to

complete. When a poor student was asked about homework he replied, "The worst would be

internet projects and home science projects" (Fortier, 2006 p. 122). Teachers may assume that

their students all have adequate resources in their homes and well-educated parents who have

time and energy to spend helping with their children's homework. Poor students may not have

things that other students have such as a computer, printer, Internet, books, paper, colored

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pencils, and other items that might be needed to do a project. When these students do not

complete their assignments because they lack the resources, they are given low grades and are

likely to feel helpless and frustrated.

Children living in poverty may experience school very differently than children who are

financially well-off. According to Horgan (2009), when children in disadvantaged schools were

interviewed and asked about learning, they were less likely to describe learning as fun compared

with students in advantaged schools. Furthermore, when asked about the importance of school,

advantaged students said things like, "You get a good education so you can get a good job when

you're older" (p. 371). Poor students had statements such as, "If you don't go to school, your

Dad will go to jail" (p. 371). There is clearly a difference between the poor and advantaged

children's views of school. The more advantaged children saw school as fun, important, and

essential to their future well-being. The poor students seemed disengaged from school and did

not make the connection between doing well and having a better future.

Participation in extracunicular activities such as sports and class field trips can be

important because they present opportunities for learning and social growth and interaction.

With the benefits of these activities also come financial costs that unfortunately many poor

children cannot afford. For some children, the best part of school may be these unique and

interesting experiences outside the classroom. Disadvantaged children who may already be

doing poorly in class may miss out on the fun and positive opportunities that can make them see

the benefits of school. Every year, classes may take several field trips to places such as science

museums, amusement parks, theaters, and zoos. Each of these trips often requires a fee for

busing, admission, and lunch which may be too costly for some families. Therefore, on a field

trip day while the rest of the class is somewhere having an interactive learning experience, a poor

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student may have to sit in a study hall all day. These trips may be of particular importance to

poor children whose families do not have the means to offer them these experiences.

School readiness is critical to later academic achievement. Most American students who

start school significantly behind their peers can never close the gap (Engel and Black, 2008).

This statement illustrates the disadvantages that poor children have, even before they enter the

classroom for the first time. If parents do not have the time and materials available to teach their

young children things such as the alphabet and shapes then they are likely to start kindergarten at

a lower educational level than their peers and will have to spend time catching up while others

move ahead. Because school readiness is so important, early learning programs such as Head

Start may be crucial for poor children to have a chance to be academically successful. Head start

is an early learning program for children age three to five and it teaches important concepts while

preparing children to be successful classroom learners in the future. The program is specifically

designed to help children who come from families living in poverty.

In addition to being excluded by others, poor children are also more likely to exclude

themselves within the school because they may develop a low sense of self-worth when

comparing themselves to others. In a recent survey, it was shown that children in disadvantaged

schools believed that a rich student would be treated better and taught better by their teacher, and

would therefore be smarter. It can be interpreted from the results of the survey that students who

are poor believe they have less of a chance or a right to receive the same quality of education as a

wealthy student and therefore will not be as smart. If poor children believe this to be true, then

they are in danger of adhering to a self-fulfilling prophecy where they think they cannot achieve

highly in school settings and therefore accept this as their fate and perform poorly.

An article about the views of poor children included an interview of a ten-year-old girl

living in poverty. When the girl was shown a picture of a big house she responded by saying,

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"You have to be rich to live in a really big house so he'd be kind of smart" (Horgan, 2009, p.

372). In this example the child is connecting intellectual capacity to wealth when she responds

to a picture of a big house. If she had been shown a picture of a small house it is possible that

she would have responded similarly by connecting the house with poverty and a lack of intellect.

If this child sees herself as poor then it is possible that she has low academic expectations for

herself.

The environments in which poor children are raised in may lack things such as books or

computers. Children without these things are at an academic disadvantage compared with

children who have an abundance of educational materials. According to Engle and Black (2008),

"Families above the poveliy line were more likely to engage in cognitively enhancing activities

with their children than were families below the poverty line" (p. 246). Families who are more

financially well-off will have the opportunity to spend more time with their children and

encourage their cognitive and social development. They will have the resources to take their

children on vacations to other states, and visit museums and parks. For the child left home alone

with little to do, summer vacation can be a disappointment. According to Fortier (2006), when a

poor child was asked summer vacation, he responded, "He probably wants summer vacation to

hurry up and end ... because it would be so boring with nothing to do but watch T.V. and go to

bed"(p. 372). This is a cause for concern because poor children who may already be behind

their peers academically are in danger of falling even further behind during summer vacation.

It has been found that living in poverty has many consequences for children and their

families. They physical hardships associated with the inability to meet basic needs may be the

first thing that comes to mind when researching poverty. However, many individuals may not be

aware that being poor can have serious consequences related to mental health, social

19

relationships, and academic achievement. These areas may often be overlooked even though they

are essential to leading a successful and well-functioning life.

20

Chapter III: Discussion

Introduction

This literature review attempted to draw connections between poverty and the quality of

children's lives in relation to health, relationships, and achievement. This chapter will

summarize relevant findings followed by a critical analysis of the articles reviewed. The chapter

will conclude with recommendations for school professionals.

Summary

Poverty presents many challenges for families and especially children. Children are in

the process of developing the social and academic skills that they will rely on for the rest of their

lives. The stress that poverty puts on children results in an adverse impact on health, social

relationships, and academic achievement. According to Taylor (2005), a family's level of

income is a reliable indicator of the degree to which the student will achieve.

Critical Analysis

A common theme throughout the literature was that living in poverty contributes to

problems related to the health and prosperity of families and their children. Poor individuals face

difficulties because they may not have enough food or nutrition, often lack access to health care,

and are more likely to be exposed to dangerous toxins in their living environments (Wadsworth

et aI., 2008). After reviewing the literature on the physical and mental health risks associated

with living in poverty it became apparent how widespread and serious this issue is. It is

disheartening to consider the large number of children who go hungry every day because their

families cannot afford to feed them on a consistent basis.

With the many health risks that come with having an impoverished lifestyle, regular

health care should be of utmost importance. Unfortunately, the privatized health care system in

the United States often results in insurance payments or direct medical bills that are too costly for

21

many families to afford. Children and their parents do not make a choice to become ill or

injured, yet these circumstances can be financially devastating and leave a family bankrupt or in

severe debt.

Many researchers focused on not only the physical health concerns involved with

poverty, but the mental health concerns as well. People living in poverty were more likely to

experience problems associated with mental health such as anxiety and depression (Najman et

aI., 2010). Considering the constant struggles they must face just to meet basic human needs

such as food, shelter, and safety, it is no wonder these individuals are subject to deterioration in

mental health.

Literature has also indicated difficulties with the social interactions between poor

children and their peers. Poor children often experience social isolation and teasing (Fortier,

2006). During a stage in life where acceptance by peers is extremely valuable and desired, poor

children and adolescents suffer the effects of exclusion and bullying. They may be targeted

because their clothing is old and tattered, they may be unable to shower every day, and they

likely cannot afford to participate in the same activities as their peers.

There is an abundance of resources researching the effects of poverty on children's

academic achievement. Poor children start out behind their more affluent peers and tend to

continue to do less well than them throughout their school experience (Engle and Black, 2008).

Parents of poor children may have less time to spend with them to encourage their learning.

They may also struggle to afford school supplies such as crayons and notebooks. Being poor can

creates an academic disadvantage when poor students do not have adequate resources to

facilitate learning.

It is important to study and be aware of the effects poverty can have on children and their

families because these effects are detrimental and widespread over many crucial areas in life. In

22

many cases, children are helpless and unable to advocate for themselves when their needs are not

being met. Parents struggling with poverty may not understand what resources are available to

help them provide food, shelter, day care, or health services to their families. Since they have the

opportunity to develop close, long-lasting relationships with students and their families,

professionals such as teachers, counselors, and administrators should be aware of the effects of

poverty and what they can do to help.

Recommendations

Some of the most influential people in a poor child's life are school personnel such as

teachers, counselors, principals, and support staff. These professionals may spend up to forty

hours per week with students during the school year. Schools are a great place to develop and

implement supportive programs because students attend regularly and can be reached easily.

The following recommendations suggest that there are several ways children living in poverty

can be helped including those at a federal or state level, a district level, and at an individual level.

1. School professionals can be advocates for poor children and their families by

supporting existing federal aid programs and suggesting new ones. They should be

aware of the services that their students receive such as free or reduced priced lunch.

If they know that more than half of their students would not be able to eat without this

program then they would be more likely to take a stand against a proposal to cut

funding for such programs. If school staff members were aware of another area

where students needed services but were not getting them, they could apply for

additional funding. For example, if students living in a cold winter climate could not

afford warm clothing such as hats and mittens, school professionals might be able to

start a donation program or obtain vouchers for clothing stores.

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2. In order for school- based professionals to be advocates for children living in poverty,

they must be aware of the programs and educated about what it entails. It is

important to understand the difficulties poor children face so that they may be helped

in the most effective way. If a teacher understands that a child lost his or her

homework because their family is homeless and has nowhere to keep their belongings

then the teacher might respond more appropriately by allowing the student to keep

materials at school rather than punishing him or her. To become more educated on

the issue of poverty and how it relates to children, professionals may engage in

activities such as reading relevant scholarly literature on the topic, attending

seminars, or consulting with an expert. Each of these suggestions would be fairly

easy to do and are pmi of the professional developmental responsibilities of teachers,

counselors, and psychologists. These professionals can then pass along their

knowledge to other staff members as part of a school-wide effort to support

impoverished students and their families.

3. Once teachers are aware of the many ways in which poverty affects the lives of their

students, they may determine a need to modify the types of assignments and

homework they assign. Students should be given homework assignments that require

a minimum amount of materials. If teachers want to assign a project that requires

materials such as colored pencils or a computer then they must be sure that all

students will have fair access to those resources. Teachers should also be sensitive

with regards to the types of assignments and activities they use with their class. An

assignment that requires a student to draw a floor plan or picture of his or her house

can be hemibreaking to someone that has no home.

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4. When planning class field trips it is important for schools to consider the costs

associated with them. Staff members can brainstorm ideas for field trips or activities

that do not involve a cost so that everyone will have an opportunity to participate.

Bus fees could be avoided by going somewhere within walking distance, or parents

and volunteers can drive carloads of students. Simply walking to a nearby park to

learn about nature can be fun for students. To alleviate any parent concerns about the

cost of lunch while students are on a field trip, the school could pack sack lunches for

the students so those that are on the free and reduced lunch program will still receive

a meal at the usual cost. If this is not feasible then field trips can be planned to return

before school lunch is served or leave afterward.

Many places do not charge admission fees or may charge a reduced fee for

students or large groups. Teachers and administrators should contact field trip sites to

request reduced admission rates. In some cases, it may even be possible to request a

cost waiver for students who cannot pay. Another option to help include all students

on field trips is to request donation from families. For example, a field trip

permission form could include a statement that parents can check if they wish to

donate funds for students who cannot afford the cost of the field trip. There is no

guarantee that families will donate so teachers should have another plan in case this

situation occurs

5. School counselors can playa unique and important role in the lives of children living

in poverty because they have the opportunity to conduct individual and group

counseling sessions with them. Individual sessions provide a student with valuable

attention that might not be available anywhere else in their lives. Simply knowing

that someone cares about them and is available to help can make a world of

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difference for some students. School counselors can make an effort to include

students struggling with poverty in small group sessions. These groups need not be

focused specifically on the hardships associated with poverty but can help strengthen

areas poor students typically have difficulty with. For example, a group for

developing social skills and friendships could help alleviate the problems poor

students often have with being accepted by their peers. If a particular student is

struggling academically then he or she could be part of a study skills group. Since it

may be common practice for students living in poverty to be left home alone, a small

group teaching responsibility skills such as what to do/not to do when left home

alone. For older students in high school, a life skills group that focuses on things like

applying to colleges, creating a resume, getting a job, finding an apartment, etc. could

be beneficial. It is possible that these students may end up on their own once they

graduate so it is important that they have the skills to function independently in

society.

6. Another recommendation for school counselors working with poor students and their

families is to build and maintain connections with community resources. School

counselors should be aware of programs and services within the community that are

available to help struggling families. They can help families apply for and receive

govemment assistance for food, housing, heat, medical, and childcare expenses.

Some families, especially those who have recently become impoverished, are not

aware that help exists or do not know how to access it. School counselors can

provide information to these families. In addition, they can make appropriate

referrals to service agencies such as mental health care providers.

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Each school staff member has an important role in the lives of students living in poverty.

Whether it involves promoting administrative, academic, or personal and social well-being, these

professionals can use their job roles to build structure and support around the areas in student's

lives that have been weakened by poverty.

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References

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WadsWOlih, M., Raviv, T., Reinhard, c., Wolff, B., Stantiago, c., & Einhorn, L. (2008). An

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