“Let my body remain in poverty, and let my hands be like the hands of the worker; but let my soul be like a temple of memory where the treasures of knowledge enter, and where the inner sanctuary is hope” (Eliot and Hardy, 1967). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay There are many reasons why people may have difficulty learning. Some of these have nothing to do with poverty, but unfortunately, poverty has a negative effect on many families and the way students learn. Poverty can be a key factor in learning in the classroom and at home. Although there are programs to help families, many continue to struggle with poverty. Unfortunately, this appears to be a generational problem among families who perpetuate the trend toward poverty, whether due to systemic issues or other reasons. Statistically, unless parents become a driving force in their lives and those of their children, many will continue to live in poverty, which will have detrimental effects. With help and knowledge of resources from educators and the community, families can have the opportunity to improve their lives and the lives of their children. Parents and teachers can work together to help students academically. Children from lower socio-economic backgrounds were already behind their peers in terms of linguistic, social and emotional development. Social class at birth thus remains a reliable indicator of the educational input that children will receive throughout their childhood. This achievement gap is a major factor in perpetuating the social divide and patterns of social mobility across society. Breaking the barriers of social mobility is very difficult, but it can be achieved through determination and hard work. According to Fass, Dinan, and Aratani (2009), "42 percent of children born to parents in the bottom fifth of the economic distribution remain at the bottom of the income distribution as adults and an additional 23 percent do not only reach the second fifth, while 39 percent of children born to parents at the top of the income distribution remain at the top, and a further 23 percent move to the second fifth. The United States has more children living in poverty than any other industrialized country. More than a quarter of all children grow up in poverty. Nearly 50% of minority children live in poverty. Children from the highest socioeconomic group entering kindergarten have cognitive scores 60% higher than children from the lowest socioeconomic group.” According to the NCES, students who live in poverty are 16 percent less likely to graduate compared to their peers who do not live in poverty. Research has shown that poverty is one of the factors contributing to illiteracy, resulting in few reading resources for children in poorer areas. Despite the United States' image as a land of opportunity, for many children living in poverty, access to gifted educational opportunities is often limited. Noguera and Wells (2011) described three ways in which concentrated poverty directly affects students' academic performance. “First, students living in poverty typically have limited access to academic and social supports (e.g., tutors, academic enrichment opportunities, experiencessummer learning and homework help) outside of school. Second, these students are often exposed to conditions that influence their health, safety, and well-being (e.g., limited access to health care, food instability, unfavorable housing conditions, and decrepit neighborhoods). Third, parents (and serving schools) of students living in poverty generally do not have access to high levels of social capital due to their exposure to adverse conditions (e.g., lack of potential partner organizations , community leaders, local services and social networks). in some communities). “Combined, these poverty-related factors present serious challenges to students’ academic development. Although living in poverty does not define a child's ability to succeed in school, it can certainly have a significant impact on academic performance and outcomes. » It is also known that effective parenting is essential for children to thrive. Parents are the main factor contributing to the academic success of their children. As part of this Government's efforts to make our society more family-friendly, it sets out how we will improve relationship and parental support. According to Duncan (1994), "children who do not benefit from a learning environment at home are at a disadvantage because they lack the basic information and skills needed to be on the same level as other children of the same age who enter at school.” Although many children do, not all poor students lack basic information. This simply means that children from poorer families may not have or know that specific resources are available to them compared to their counterparts, such as books, technology, libraries, tutoring, and experiences. Research showing parents are aware of resources. “Academically resilient students are students who succeed academically despite coming from lower socioeconomic backgrounds.” Teachers have a significant impact on the success of gifted students in school. Teachers have found it very relevant to recognize the importance of the family culture that students bring to the classroom. As a result, there have also been discussions about the need for teachers to become more culturally competent. Health, education and literacy are closely linked; when children receive a basic education, it leads to healthier families. Children living in poverty arrive at school hungry, often ill, without energy, motivation or confidence, and are therefore ill-prepared to learn. Available research suggests that behavior problems occur more frequently among children living in poverty and can have long-term consequences. negative outcomes if not identified and properly treated. According to Soares (2010), who used data on several thousand children, "found that 35 percent of boys in the poorest quintile of households showed clinical symptoms of behavior problems by age three years, compared to 15 percent of those in the four poorest households. -fifths of the income distribution. At age seven, 22 percent still had behavioral problems, compared to 10 percent of those from wealthier homes.” Unfortunately, we see this in classrooms where students from poor backgrounds have seen their parents struggle with authority figures such as police officers, courthouses,justice and child services. Since at this age parents are the primary contributing factor to a child's life, it can be assumed that if a parent experiences difficulty with authority, for example inside and outside of the prison system or in other related areas, students begin to understand that it is not necessary to obey authority which can be considered a behavior problem at school. This behavior may be considered defiant and rebellious in the classroom and may make teaching this student difficult, which may impact learning. Since this research shows that schools are not the main contributing factor at this age, we should assume that behaviors at this young age would be introduced at home. “Low-income families are at greater risk of experiencing family and social stressors (e.g., job loss, poor quality child care, inadequate supervision, unresolved medical issues, maternal mental health issues and unsafe neighborhoods) which, in turn, have a negative impact on parenting practices which have been shown to be linked to the development and exacerbation of behavioral problems in children". It is therefore very important, as educators, to nurturing relationships with families. Having a connection with families can create an opening in which teachers can offer resources. These resources can be contacts for employment, education, child care and. help with food and housing. most needed item in classrooms and at home More specific needs were bilingual books, magazines, newspapers, pens, pencils, paper, maps and globes. materials, art supplies, educational video cassettes and computers. At our school we hold book fairs where students can purchase books and other items. Our PTO offers students who cannot afford to purchase books the opportunity to receive a coupon that allows them to obtain books for free. I know quite a few teachers who buy books for their students to take home on the condition that they promise to read them. Parents and local libraries will also donate books and school supplies to students living in poverty. At our school, local churches and other organizations will accept donations for students who need school supplies such as pencils, paper, etc. Students would then see that the community and educators value them and their ability to succeed. Due to where we live, school districts have limited funding for students. It's a problem that has plagued Ohio for decades. Inequality in school funding impacts resources within the school, but fortunately we have a phenomenal community that stands behind our students with support and resources. Residents of poorer districts have occasionally filed lawsuits against their school districts, accusing them of violating the constitutional rights of children in poorer districts to an equal education, but unfortunately, many districts have not control over the amount of money they receive. It is therefore very important that students benefit from the support of their parents and the community to be able to flourish. For students living in poverty, school disruption can lead to hidden challenges that school psychologists need to be aware of when preparing for the break. Research has shown “that school holidays affect students of different socio-economic status (SES) levels differently,..