Key challenges and struggles for learners who live in poverty

Key challenges and struggles for learners who live in poverty

March 15, 2020

There are many challenges students and teachers face when it comes to the topic of poverty in schools. Students who live in poverty face many challenges when it comes to their academic success.  These children could be faced with several barriers including lack of permanent housing, absenteeism in school and from parents, transportation issues, relocating frequently, feeling socially disconnected, lack of resources and money for basic needs and food.  These challenges could also lead individuals to become less motivated when learning or possibly start behaving in negative ways.  Students go through life experiences we as educators may not always think of, but have to consider.   The majority of homeless students are exposed to adverse life experiences that negatively affect their academic, family, and psychosocial functioning (Bassuk, 2010). 

The purpose of this blog  is to bring awareness to the key challenges and struggles for learners who live in poverty.  This blog will provide teachers and parents with important information about learners in this population.  This information will help individuals think about learners in poverty in many different ways. Educators should be prepared to teach all learners no matter the differences and should be aware of the challenges that come with that.  Research supports the idea of identifying the need to recognize different types of learners in the classroom and how to better support them, including learners who live in poverty.  

When reading through articles and research related to learners in poverty I came across a study done by Jannett Herbers and a few other researchers titled, Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility.  This study focuses on the importance of early academic achievement for later achievement trajectories.  This study does not cover all learners in poverty but about 18,011 students were grouped by level of socioeconomic risk in this research project. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free meals, students eligible for reduced price meals, and students who were neither HHM, nor low income. Results from this study concluded HHM students clearly face academic disadvantages compared with peers who are not poor and compared with peers who experience poverty but are not HHM.  With this information teachers can begin to understand that many students living in poverty face many challenges and struggles when learning.  There are many specific characteristics that learners in poverty relate to as I will share below.  

Residential instability

Some students come to school everyday with no worry at all.  Although this may be the case for many students it is not true for all.  Many learners who live in poverty deal with residential instability.  These students usually do not have a permanent home or they move quite often.  When you think of a school week or month as teachers we know how much material can be covered in this time and we also know how valuable this time is for our students.  For individuals who are not at school frequently they tend to fall behind due to lack of instruction.  It is not their fault  but they suffer first hand from the instability and lack of structure in their everyday routines/lives.  When students and families face residential instability it is a disruptive experience. Unpredictable and undesired moves from one's home, for example, foreclosures and evictions extremely affect the family support system and children's development and well-being. (Fantuzzo, 2012). 

Parent Involvement

Parent involvement is an important component when discussing a student’s education.  Parents should be involved in their children's lives and be available for whatever that child needs, including educational assistance and being able to get to school.  Many parents understand their responsibility when it comes to supporting their child but not all students are lucky enough to experience this lifestyle.  

As teachers we should take the initiative to communicate with families and build a bond to show that we care and are going the extra mile for their child.  It is important to present concepts and ideas to parents in order for them to understand and appreciate the child’s education and future.  Building a bond and reaching out to all families is just one of the few things teachers can do to support learners in poverty.   Schools should make it a priority to create spaces that help educators learn from HHM families.  These spaces could help schools build more trust with families.  (Pavlakis, 2018). 

 

Absenteeism

Absenteeism and high mobility constrain teacher and school connections and negatively affect students' literacy experiences, understandings, and background knowledge (Noll & Watkins 2003/2004).  When students are experiencing lack of parental support it can often lead to being absent from school, or school related events.  When a student is not showing up to school or missing weeks at a time it could mean several things.  One reason could be they are homeless and traveling further distances to get to school.  This is often the result of not having a stable home to live in or from evictions or a recent move.  Students can sometimes live with relatives or even somewhere more temporary like a hotel.  

 

Motivation

When a student is experiencing one or some of the following challenges it can often lead to lack of motivation when learning.  The stresses one may experience as a learner of poverty can be emotionally and physically exhausting whether the child is in pre-K or college.  Educators should be aware of the many challenges these students may face and why it may affect their motivation.  It is our responsibility to encourage these students and praise them for what they are able to accomplish.  “Teachers' expressions and modeling of genuine caring, coupled with compassion and safe classroom spaces, can change unengaged, disruptive children into active group participants.“ (Walker-Dalhouse 2008).  Positive reinforcements can go a long way when you are trying to reach a student.  Pulling them aside to talk for a few minutes each day to catch up on things can show you care about them beyond the classroom.  Building a relationship can help students talk with you more about their issues and how they feel in your classroom community. 

Behavior Problems

When students are dealing with issues at home sometimes we may never know.  Some students on the other hand will make it known that something is off or they are not in the mood to learn for that particular day.  Dealing with issues from home while being at school is not what most learners want to deal with.  These life experiences can begin to interfere with a learners motivation to learn which then can lead to frustration, defeat, and sometimes behavior problems.  Teachers should understand that not all behaviors are from defiance and that many children are learners from different backgrounds.  “ Although school composition may have a small impact on pupils’ behaviour, it may be more important for the behaviour of pupils from socio-economically disadvantaged backgrounds. Schools can substantially halt or even reverse the effect of family poverty on children’s academic or cognitive outcomes, especially if interventions towards and investments in disadvantaged children are made early.” (Flouri 2016). 

Conclusion

In conclusion educators and schools should be aware of the challenges and struggles for learners who live in poverty.  Steps should be taken to support these learners in order for them to be successful in the classroom next to their peers.  Teachers make accommodations for learners everyday, so we should also be prepared for different types of learners who come into our classrooms. Considering these factors and taking action as educators is important when considering what is best for all learners. 

Additional Resources-

Pod Cast: PODCASTS ON CHILDREN & THE INTERGENERATIONAL TRANSMISSION OF POVERTY

Link: https://poverty.ucdavis.edu/podcasts-2

Citations

Bassuk, E. L. (2010). Ending child homelessness in America. American Journal of Orthopsychiatry, 80, 496–504.

Flouri, E., Midouhas, E. School composition, family poverty and child behaviour. Soc Psychiatry Psychiatr Epidemiol 51, 817–826 (2016). https://doi-org.ezproxy.lib.ou.edu/10.1007/s00127-016-1206-7

 

Fantuzzo, J., LeBoeuf, W., Chen, C., Rouse, H., & Culhane, D. (2012). The Unique and Combined Effects of Homelessness and School Mobility on the Educational Outcomes of Young Children. Educational Researcher, 41(9), 393-402. Retrieved March 21, 2021, from http://www.jstor.org/stable/23360364

 

Herbers, J., Cutuli, J., Supkoff, L., Heistad, D., Chan, C., Hinz, E., & Masten, A. (2012). Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility. Educational Researcher, 41(9), 366-374. Retrieved March 21, 2021, from http://www.jstor.org/stable/23360361

 

Pavlakis, A. E. (2018). Reaching All Families: Family, School, and Community Partnerships Amid Homelessness and High Mobility in an Urban District. Urban Education, 53(8), 1043–1073. https://doi.org/10.1177/0042085915613547

Walker-Dalhouse, D., & Risko, V. (2008). Reading Research into the Classroom: Homelessness, Poverty, and Children's Literacy Development. The Reading Teacher, 62(1), 84-86. Retrieved March 21, 2021, from http://www.jstor.org/stable/20204664