Poverty can negatively impact students' education in several ways. Living in poverty means having limited access to basic necessities like food, healthcare, and stable income which causes chronic stress that hinders learning. It is associated with worse academic performance, higher dropout rates, and lower rates of college enrollment. Educators can help by becoming more "poverty responsive" - recognizing student strengths, developing community partnerships, and teaching skills like language arts and study habits to promote academic success. While poverty reduction requires a long term, multi-faceted approach, schools can help mitigate its effects on children's education.

1. Poverty’s Impact on Education
Rosana R. Adams, Mitzy Buenrostro, Cecilia Cabrera & Sloane Zardezed
Department of Curriculum and Instruction, Angelo State University
EDSC 6301: Social and Cultural Influences
Dr. Tamra Kelly
February 24, 2022

2. Introduction
There is no single definition of poverty, as it varies depending on the context and also moral factors. Some people would define it as
the economic situation in which people cannot have access to the minimum required to survive. While poverty is usually defined in
reference to money or resources, it encompasses even more and its impact is enormous. Some types of poverty are:
● material conditions - needing goods and services, multiple deprivation, or a low standard of living;
● economic position - low income, limited resources, inequality or low social class; and
● social position of the poor, through lack of entitlement, dependency or social exclusion (Spicker, 2021).
We believe that education is the key to freeing our children from the chains of poverty. Therefore, the purpose of this presentation
is to inform and raise consciousness about some of the impacts that poverty, whether material, economic or social, has on our
children, particularly in the educational aspects. It is also our intention to increase awareness among educators and motivate them
to be part of the change.

3. Poverty
Poverty causes chronic stress for children and families in all countries, which can make it difficult for them to adjust to
developmental objectives, such as school achievement (Engle & Black, 2008). Living in poverty means having a limited access
to sources like food, child care, health care, and stable income which leads up to stress and all the inconveniences that come
with it.
According to the Annals of the New York Academy of Sciences
“10 Children from low-income households are more likely to experience
academic and social challenges, as well as poor health and well-being,
all of which can stifle educational success” (Engle & Black, 2008).
Figure 1
The Neurological Effects of Poverty
Note. From More U.S. Children Live In Poverty Now Than During the
Recession by Mark Ralston for TIME, 21 July, 2015
(https://time.com/3965478/children-poverty-usa-recession/). In the
public domain.

4. Effects of Poverty
A moderated effect is one in which the
effects of poverty vary depending on
family or child variables. Families with
low decision-making skills, for
example, may have a harder time
safeguarding their children from the
effects of poverty than families with
superior education and logical
decision-making skills (Engle & Black,
2008).
Poverty's effects are seen in
mediated models through
disruptions in family
functioning, which have
detrimental consequences for
children (Engle & Black,
2008).
Figure 2
Direct effects of poverty on Children
Figure 3
Moderate effects of poverty on Children
Figure 4
Mediated effects of poverty on Children
Poverty affects children's education
and development by raising risk
factors and reducing protective
variables and chances for
stimulation and enrichment under a
direct effects model (Engle &
Black, 2008).
Note. From The Effect of Poverty on Child
Development and Educational Outcomes, by Annals
of the New York Academy of Sciences, 2008
(https://nyaspubs.onlinelibrary.wiley.com/doi/full/1
0.1196/annals.1425.023). In the public domain.
Note. From The Effect of Poverty on Child Development and Educational
Outcomes, by Annals of the New York Academy of Sciences, 2008
(https://nyaspubs.onlinelibrary.wiley.com/doi/full/10.1196/annals.142
5.023). In the public domain.
Note. From The Effect of Poverty on Child Development
and Educational Outcomes, by Annals of the New York
Academy of Sciences, 2008
(https://nyaspubs.onlinelibrary.wiley.com/doi/full/10.11
96/annals.1425.023). In the public domain.

5. Social Influence
Horacios’ Sanchez states in his ascd article how living in
poverty can lead to the loss of grey matter in the prefrontal cortex,
which is involved in complex cognitive activities, social behavior,
and decision-making.The amygdala, which produces emotions and
helps us respond to others' social cues, is also affected by poverty
(Sanchez, 2021).
The amygdala commonly overrides the "rational brain" when
the prefrontal cortex's regulation is impaired, resulting in a lack of
emotional control and inappropriate behavior. Constant low-grade
stress can damage the amygdala's ability to appropriately appraise
social settings, and the combination of reduced cortical control and
a hypersensitive amygdala can promote violent reactions (Sanchez,
2021).
Figure 5
The Neurological Effects of Poverty
Note. From The Effects of Poverty on Childhood
Brain Development, by JAMA Pediatrics, 2013
(https://jamanetwork.com/journals/jamapediatrics/f
ullarticle/1761544). In the public domain.

6. Teaching Social Skills
When pupils first meet, we should educate them how to let down their guard and interact with one another.
Students who present with scary or unreadable looks stimulate the amygdala, limiting their chances of social bonding.
Instilling in kids the ability to develop trust and common ground when conversing with others provides them with lifelong
social skills (Engle & Black, 2008).
Educators can support by creating inclusive classrooms where students of all backgrounds can synchronize. Common
and daily routines can help like
-class stories
-classroom jobs
-large and small group activities
-focus on explicit Instruction
Figure 6
School routines can help motivate students learning
Note. From People at Risk, by CDC, 2020
(https://www.cdc.gov/pneumonia/atypical/mycoplasma/about/
people-at-risk.html). In public domain.

7. Poverty and Education
Children from low-income homes are significantly more likely than others to experience conflict, violence, and have
low academic grades.
Poverty is certainly a risk factor for children's poor development and limited educational outcomes,
and it's possible that risk in the early years may continue to have an impact even if the family eventually
rises out of poverty.
Poverty reduction necessitates a life-cycle approach that begins before formal schooling to
promote school readiness, it includes the family and other proximal
environments, and focuses on child development and educational
performance. There are no one-size-fits-all solutions that can be used in all situations
(Engle & Black, 2008).
Figure 7
Reducing Poverty
Note. From How to reduce poverty’s impact on
education, by Unesco, 2022
(https://world-education-blog.org/2011/10/16/how
-to-reduce-poverty%E2%80%99s-impact-on-educati
on/). In public domain.

8. ● Poverty can be defined as the condition in which someone does not have the means to attain the basic necessities, such as food,
water, and/or shelter for themselves and their families (Fay, 2021).
● The United States has more than 5 million children living in deep poverty
(Cookson, 2020).
● Students that live in poverty are more likely to face more difficult
challenges than their peers.
● Poverty can affect students in many negative ways resulting in
more stress and causing them to struggle in school.
● Students in poverty are equipped with less educational resources
outside of school such as a computer, internet, and study material
(Fay, 2021).
Literature Review
Figure 8
Poverty Rates by Age and Sex: 2020
Note. From POV-01. Age and Sex of All People Family Members and
Unrelated Individuals, Poverty Status in 2020, by United States Census
Bureau, 2021
(https://www.census.gov/data/tables/time-series/demo/income-poverty/
cps-pov/pov-01.html). In public domain.

9. ● 19 percent of students in K-12th lived in poverty during the 2015-2016 school year (Fay, 2021).
● 24.4 percent of students were enrolled in high poverty schools within that same year (Fay, 2021).
● Approximately ⅓ of students nationwide live in poverty,
attend a high poverty school or undergo both (Fay,2021).
● 16-24 year olds from low income families are 7 times
more likely to drop out (DoSomething.org).
● 31% of students who did not graduate live in poverty
versus the 24% with a high school diploma
(DoSomething.org).
Figure 9
Poorer schools post lower yearly progress scores
Note. ODE gives each school a letter grade for its ability to prepare
students for the coming school year.
From State in Education Groups Link Student success, Poverty, by
Akron Beacon Journal, 2013
(https://www.beaconjournal.com/story/news/education/2013/09/
16/state-education-groups-link-student/10434155007/). In the
public domain.
Literature Review (Continuation)

10. Literature Review (Continuation)
● Only 30% of students in low income levels enroll in a 4 year school and only 50% graduate (DoSomething.org)
● In 2019, 16% of children were living in poverty stricken families (NCES, 2021)
● That same year almost 50% of children lived in households
with parents who did not have a college degree (NCES, 2021)
● 9% of children lived in homes where parents did not have a
high school diploma (NCES, 2021)
● Poverty rates for those under 18 increased from
14.4 to 16.1 percent between 2019-2020 (Shrider et al., 2021) .
Note. From Young Children in Deep Poverty. By National Center for
Children in Poverty, 2016
(https://www.nccp.org/wp-content/uploads/2016/01/text_1133.pdf). In
the public domain
Figure 10
U.S. state variation in children under age 9 living
in deep poverty

11. Educator Awareness
● In order to address the needs of students living in poverty, educators must consider both
the inside and outside-of-school realities of students and their families (Milner et al., 2017).
● Educators should aim to become “poverty responsive.”
○ This means that educators should discontinue practices that do not support students
in poverty and replace them with practices that are responsive to all student needs
(Milner et al., 2017).
Figure 11
Learning out of poverty
Note. Infographic explaining the importance of
education and poverty reduction. From
Learning out of Poverty by USAID, 2016
(https://www.usaid.gov/news-information/inf
ographics/learning-out-of-poverty) In public
domain.

12. Educators can become more “poverty responsive” by doing the following
● Encourage reflection among educators in order to identify and discard any stereotypes or preconceived notions that
are not in support of students living in poverty (Milner et al., 2017).
○ Educators should recognize the assets, strengths, and resources that are possessed by people living in poverty as
opposed to the deficits (Education Code Chapter 4 2021).
● Develop partnerships between educators and communities that address key factors shaping the learning experience
of students living in poverty outside of the school environment (Milner et al., 2017).
○ Outside of school factors include homelessness, parental/family engagement and social contexts (Milner et al., 2017).
● Teach students skills in targeted areas that are most likely to improve their academic success (Milner et al., 2017).
○ key areas include language arts and study skills (Milner et al., 2017).
Educator Awareness (Continuation)

13. ● When educating novice teachers, preparation should be centered on
identifying, discussing, and examining some of the root causes of
poverty (Education Code Chapter 4 2021).
● In addition, moving the field toward a general acceptance that all
teaching is context-specific—not context neutral—would be valuable
(Education Code Chapter 4 2021).
Educator Awareness (Continuation)
Figure 12
Note. From PBS Learning Media
(https://kera.pbslearningmedia.org/signup/) In public domain.

14. References
Akron Beacon Journal. (2013). Poorer schools post lower yearly progress scores. State education groups link student success, poverty.
Akron Beacon Journal. Retrieved from
https://www.beaconjournal.com/story/news/education/2013/09/16/state-education-groups-link-student/10434155007/.
Annals NY Academy of Science. (2008). Types of effects of poverty on children. The Effect of Poverty on Child Development and
Educational Outcomes. NY Academy of Science. Retrieved from
https://nyaspubs.onlinelibrary.wiley.com/doi/full/10.1196/annals.1425.023.
CDC. (2020). Teacher talking to students - School routines can help motivate students learning. People at Risk. CDC. Retrieved from
https://www.cdc.gov/pneumonia/atypical/mycoplasma/about/people-at-risk.html.
Cookson, P. W. (2020, October 6). A world of hardship: Deep poverty and the struggle for educational equity. Learning Policy Institute.
Retrieved from https://learningpolicyinstitute.org/blog/covid-deep-poverty-struggle-education-equity
DoSomething.org. (n.d.). 11 facts about education and poverty in America. DoSomething.org. Retrieved from
https://www.dosomething.org/us/facts/11-facts-about-education-and-poverty-america

15. References (Continuation)
Ekono, M., Yang, J., & Smith, S. (2016). U.S. state variation in children under age 9 living in deep poverty. Young Children in Deep
Poverty. Columbia University. Retrieved from https://www.nccp.org/wp-content/uploads/2016/01/text_1133.pdf.
Engle, P. L., & Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York
Academy of Sciences, 1136(1), 243–256. https://doi.org/10.1196/annals.1425.023
Fay, B. (2021, October 12). Poverty in the United States. Debt.org. Retrieved from
https://www.debt.org/faqs/americans-in-debt/poverty-united-states/
JAMA Pediatrics. (2015). The Neurological Effects of Poverty. Missouri Kids Count. Retrieved from
https://mokidscount.org/wp-content/uploads/2015/02/Childs-Brain1.png.
Johnson, L. A. (2017, January 7). poverty-baggage. HOW LEARNING HAPPENS. cartoon, nprEd. Retrieved from
https://www.npr.org/sections/ed/2016/01/07/461595631/how-to-help-kids-in-poverty-adjust-to-the-stability-of-school-after-br
eak.
Milner, H. R., Cunningham, H., Murray, I., & Alvarez, A. (2017). Supporting students living below the poverty line. National Youth
Advocacy and Resilience Journal, 2(2). https://doi.org/10.20429/nyarj.2017.020204

16. References (Continuation)
NCES. (2021, May). Characteristics of Children’s Families. The Condition of Education 2021. Retrieved from
https://nces.ed.gov/programs/coe/indicator/cce
PBS. (n.d.). Teacher talking with student PBS. PBS Learning Media. PBS. Retrieved from https://kera.pbslearningmedia.org/.
Policy & Advocacy Center. (2021, March 8). Poverty and its impact on students' education. NASSP. Retrieved from
https://www.nassp.org/poverty-and-its-impact-on-students-education/
RALSTON, M. (2015). Girl waits for her mother. . More U.S. Children Live In Poverty Now Than During the Recession. TIME.
Retrieved from https://time.com/3965478/children-poverty-usa-recession/.
Sanchez, H. (2021, October 1). How poverty and stress influence students' behavior. ASCD. Retrieved from
https://www.ascd.org/el/articles/how-poverty-and-stress-influence-students-behavior
Shrider, E. A., Kollar, M., Chen, F., & Semega, J. (2021). (rep.). Income and Poverty in the United States: 2020. U.S. Government
Publishing Office. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2021/demo/p60-273.pdf.

17. References (Continuation)
Spicker, P. (2021, November 30). An introduction to Social Policy. Poverty. Retrieved from
http://www.spicker.uk/social-policy/poverty.htm#:~:text=International%20Glossary%20(PDF)-,Poverty%20in%20a%20social
%20context,represented%20in%20two%20main%20models.&text=Poverty%2C%20like%20all%20need%2C%20is,the%20socie
ty%20they%20live%20in.
Ullucci, K., & Howard, T. (2014). Pathologizing the poor. Urban Education, 50(2), 170–193.
https://doi.org/10.1177/0042085914543117
UNESCO. (2022). Hand and eraser, erasing poverty. How to reduce poverty’s impact on education. UNESCO. Retrieved from
https://world-education-blog.org/2011/10/16/how-to-reduce-poverty%E2%80%99s-impact-on-education/.
USAID. (2016). Learning out of Poverty. USAID - News and Information. USAID. Retrieved from
https://www.usaid.gov/news-information/infographics/learning-out-of-poverty.
USCB. (2021). Poverty Rates by Age and Sex: 2020. POV-01. Age and Sex of All People, Family Members and Unrelated
Individuals.United States Census Bureau. Retrieved from
https://www.census.gov/data/tables/time-series/demo/income-poverty/cps-pov/pov-01.html.