Written by Julianne Foelske

The number of children living in poverty is growing, even in suburban schools. Children living in poverty face many challenges, including emotional and social challenges, chronic stressors, and cognitive lags, which have negative effects on behavior and educational achievement. WELS educators who understand the impact of poverty will be better equipped to help their students achieve academic success.

Children living in poverty lack many essential resources, such as nutritional food, adequate clothing, and access to quality healthcare (Jensen, 2009). They are less likely to have their emotional needs met (Jensen, 2009). They are often not taught the necessary social skills needed to form positive relationships with their peers. Many children living in poverty are accustomed to having to fight for everything they need. They continue the fight at school by arguing, bullying, pouting, talking back, crying, threatening, or insisting on their way (Rawlinson, 2007).

The acute and chronic stress that children living in poverty face becomes hardwired into their developing brains. Stress causes a decline in the production of new brain cells, which results in cognitive lags. The stress of living in poverty can cause children to develop a mindset that impacts their behavior and attitudes. The mindset is displayed in the classroom by destructive or self-defeating behaviors, such as disruptive behaviors, aggression, lethargy, and anger (Rawlinson, 2007).

Children living in poverty often feel powerless over the things that happen in their lives. The feeling of powerlessness is displayed in a reduction of motivation, determination and effort. Powerlessness may also be displayed by angry and defiant behaviors (Rawlinson, 2007).

As educators who understand the negative effects of poverty, we can take steps to help students overcome these negative effects and achieve academic success. Establishing a trusting relationship with the families of their students will help educators to better understand each family’s situation and the challenges they face (Payne, 2008). Understanding the challenges families face is a key factor in understanding student behavior and motivation, and it also gives educators the insight to know how to help students. Taking the time to develop a trusting relationship with families also communicates mutual respect for the families’ values and opinions (Rapp & Duncan, 2012). Families will be more willing to work together with the school when they feel they are valued and their opinions are heard.

Developing a supportive school culture is another key way WELS educators can help students achieve academic success. Group activities can help to develop trust, camaraderie, and empathy throughout the school (Olivares-Cuhat, 2011). Educators can create opportunities for students to boost their self-esteem, develop positive self-attributes, and use their strengths and talents (Olivares-Cuhat, 2011).

One of the most important ways to help students living in poverty succeed is to set high academic expectations. Educators can help students meet the high academic expectations by using a wide variety of instructional strategies, taking time to learn about their students’ strengths and weaknesses, and considering them when planning instruction (Gorski, 2013). Students living in poverty often do not have the opportunities to experience life outside of their neighborhoods, which may cause them to have limited background knowledge, ask fewer questions, and understand less (Rawlinson, 2007). Educators need to provide background information and expose students to a wide variety of experiences to help them overcome the limited-options mindset. Incorporating art, theater, and music, along with promoting literacy enjoyment, increases student learning and engagement and provides new experiences for students living in poverty (Gorski, 2013).

High behavioral expectations are also necessary. Realistic classroom rules must be in place and enforced consistently (Rawlinson, 2007). Consistent treatment of all students will help them trust their teachers, while high expectations will teach students about responsibility and accountability. Educators should model appropriate behavior and teach appropriate ways to deal with anger (Jensen, 2009). Correction or discipline is best given in private, but praise for effort and achievement should happen often and in public (Rawlinson, 2007). The use of both the law and gospel is powerful in creating a classroom environment of high expectations and loving forgiveness.

The effects of poverty have an undeniably strong influence on a student’s academic achievement. WELS educators who take the time to understand the effects of poverty and who establish trusting relationships, a supportive school culture, and high academic and behavioral expectations can help students overcome the negative effects of poverty. We can help children living in poverty achieve academic success. We can bring the gospel message of God’s love and forgiveness to students who struggle with so many earthly obstacles.

Julianne (Kionka) Foelske (‘07) is currently studying with Martin Luther College for her Master of Science in Education degree, with a special education emphasis. She lives in Savanna, IL.

References

Gorski, P. C. (2013). Building a Pedagogy of Engagement for Students in Poverty. Phi Delta Kappan, 95(1), 48–52.

Jensen, E. (2009) Teaching with Poverty in Mind. Alexandria, VA.: Association for Supervision and Curriculum Development

Olivares-Cuhat, G. (2011). Learner Factors in a High-Poverty Urban Middle School. Penn GSE Perspectives on Urban Education, 9(1).

Payne, R. (2008) Nine Powerful Practices. Educational Leadership, Vol. 65, No. 7. Retrieved at http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/Nine-Powerful-Practices.aspx

Rapp, N., & Duncan, H. (2012). Multi-Dimensional Parental Involvement in Schools: A Principal’s Guide. International Journal of Educational Leadership Preparation, 7(1).

Rawlinson, R. (2007). A Mind Shaped by Poverty: Ten Things Educators Should Know. iUniverse.