Understanding the Effects of Poverty on Education

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In my previous article, I discussed a phenomenon that is often overlooked by policymakers and pundits: how the experience of poverty produces its own psychology. Living in constant poverty, for example, is detrimental to both the decision-making process and to overall memory function. Clinically, I often describe the experience of poverty as being similar to that of trauma, in that the experience of either produces significant psychological, physiological and neurological effects. While many are fond of discounting poverty at the systemic level, perhaps the most unfortunate area where poverty has been overlooked is within education. Amidst all of the buzzwords and soundbites that dominate popular and public discourse on education reform – the call for dismantling teachers’ unions, the drive to create charter schools, the fervor for standardized testing that accompanied the disastrous No Child Left Behind (NCLB) Act of 2001 – not many have been very interested in discussing the most powerful predictor of educational achievement: systemic poverty. But as the research has consistently shown, the consequences of poverty for school-age children are both sobering and alarming. For example, according to the American Psychological Association, children who live in poverty experience a lack of quality nutrition and access to quality foods, which has a direct and significant impact on neurodevelopment. Additionally, children in poverty also have a lack of adequate healthcare, above and beyond their most basic healthcare needs. They therefore tend to get sick more frequently, stay sick longer, and hence, miss more days of school. Moreover, to simply make ends meet, parents living in poverty tend to have to work a greater amount of hours, and in many cases, more than one job. As a result, the parents of children in poverty cannot always be around to help continue

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