POVERTY’S IMPACT ON LEARNING AND THE

BRAINTEACHING WITH POVERTY IN MIND: WHAT BEING POOR DOES TO

KIDS’ BRAINS AND WHAT SCHOOLS CAN DO ABOUT IT

BY ERIC JENSEN

ERIN ENNIS

EDUCATION 635

WHAT IS POVERTY?

• “chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects the mind, body and soul” Teaching with Poverty on the Mind -Eric Jenson, pg. 6

TYPES OF POVERTY:• 1) Situational: result of a disaster, job loss, divorce or death and usually

temporary or unique circumstance

• 2) Generational: passed from one generation to the next because they lack the ability to get out

• 3) Absolute: homelessness, day to day survival, lack necessities

• 4) Relative: differs from area to area based on standard of living

• 5) Urban: in cities, due to stress of surroundings such as crowding, crime and inadequate services

• 6) Rural: higher rates than urban poverty, less access to assistance and services, less jobs

CYCLE OF POVERTYParent(s) are poorly

educated

Parent(s) work long hours for low pay &

no/poor benefits

Poor health conditions

Stress

Poor attendance/academic

performance

Lack job skills

POVERTY’S IMPACT ON HEALTH

Emotional

Social

Stress

Cognitive delays

Safety

Undiagnosed disabilities, vision and hearing impairments

WHAT ABOUT POVERTY IMPACTS LEARNING?• How does it impact these things?

• Poor environmental conditions: exposure to polluted air, water, crowded and unmaintained living conditions

• Malnutrition

• Lack of healthcare: availability and low cost

• Poor pre and post-natal care and higher rates of teen pregnancies

• Higher rates of chemical and alcohol dependency

• Higher rates of abusive households

CARDS ARE STACKED AGAINST THEM

Impoverished households: higher rates of single income/single guardian families

work long or irregular hours

children spend more time home alone

watch more TV and engage in less extracurricular or enrichment activities

no one to supervise behavior and look to peers for social support

no homework assistance

parents with poor school experience are less likely to make education a priority

instability – frequent moves leave children without a sense of attachment and can cause a feeling of isolation

Parents are unaware of resources available to them

All adds up to higher attendance problems and drop out rates

PHYSIOLOGICAL CHANGES OCCUR IN GENES. STRESS TRIGGERS CERTAIN FUNCTIONS TO SHUT DOWN AND OTHERS TO BE ON SUCH AS “FIGHT OR FLIGHT”

Environmental Stress

Receptors on cells

Messages to genes

Turn functions on and off

Source: Adapted from "Neurocognitive Correlates of Socioeconomic Status in Kindergarten Children,” by K. G. Noble, M. F. Norman, and M. J. Farah, 2005, Developmental Science, 8, pp. 74–87.

Figure 2.6. How Do the Brains of Children from Poverty Differ?

Jenson, p.34

STRESS: anything that disrupts the balance of the body

Children with poverty frequently suffer from chronic and/or acute stress (constant or trauma).

Weakens the developing brain:

Learning centers: Prefrontal cortex and hippocampus are most impacted by cortisol, the “stress hormone”

Shrinks neurons in the frontal lobe- the area used for impulse, determining outcomes (planning)

More impulsive as a means of survival: “fight or flight”

Impacts the capacity for learning and memory

Memory is emotional versus declarative (traumatic events versus learning information)

IMPACTS OF STRESS:

• Lower attention and concentration levels

• Lower creativity

• Lower memory capacity

• Lower social skills

• Lack of motivation

• Higher rates of depression

Poor behavior and academic performance

IF THE BRAIN CAN CHANGE FOR THE WORSE, IT ALSO CAN CHANGE FOR THE BETTER…

WE NEED TO START OUT BY UNDERSTANDING WHO ARE STUDENTS ARE.

Perceptions of children of poverty in schools:

They lack manners

They act out

Parents let them do whatever they want

They don’t care

Rude

Poor thing

Low achiever, so the bar remains low

POVERTY AND PERFORMANCE Low expectations

Low self esteem

Poor performance

Not willing to risk trying again

Academic failure

High expectations

Good performance

High self esteem

Willingness to keep trying

We, as teachers, can implement change in the brain!

We need to understand how poverty impacts the lives of children

We need to know our school’s community and know our students

We need to take notice!Is there a pattern of absenteeism? Has behavior changed? Who are our students friends with? Where are they going when they leave our classrooms? Did they eat breakfast today? Did they get enough sleep? How did they get to school today?Are they clean? Do they seem healthy?

We need to hold all students to high standards. We can not pity children from poverty. We need to be prepared to fill in the gaps that life has left them.

Jenson, p.18

We have to teach the whole keyboard and fill in the missing notes

MOVING FORWARD:

These children lack attachments We have to seek out ways to connect with them

There lives may be unstable We have to establish routines and stability

Low SES parents tend to be authoritarian We need to create cooperative learning disciplinarians

opportunities

They come from poor living conditions We provide a warm, safe environment

They lack social skills We foster them through a nurturing school

culture

They lack access to enrichment activities We provide them during school, after and before

school whenever possible

They lack homework help We provide homework clubs and tutoring

Children from poverty lack basic skills and we have to teach them how we expect them to act:

Model polite behavior

Practice addressing each other in class

Group projects

Instill a feeling of ownership – “our room”

Include in decisions about class rules, projects

Create a culture where “belonging” means to be academically successful

Seek opportunities to make them feel important and instill self confidence

Offer choices but keep expectations high

Stay calm and positive and let this be ingrained in the climate of the classroom

THINGS THE SCHOOL CAN DO TO REVERSE THE AFFECTS OF POVERTYKnowledgeable and collaborative staff and team determination to implement change

Open communication and consistent, frequent means of evaluating students

Change curriculum: create time enrichment activities – art, music, physical education block time for homeworkcooperative learning among facultyreschedule school plays, conferences, etc. to accommodate working

parents schedules

Change décor to make less institutional: bright colors, air flow, green space, clean

Incorporate stress reducing activities: yoga, meditation, physical fitness

Provide parenting education and get out into the community to promote it

Make the school a center of activity for the community

Provide meals to low income students including breakfast and a sack lunch for the weekend. Children can’t learn if they are hungry.

WHAT WE CAN DO CONTINUED:

Go out into the community and ask for help. School budgets, especially those in poor areas, are tight. Get creative and don’t be afraid to ask for support from area businesses.

- Local on site physician who comes in once a week- Local dentist visits once a month- Area college students volunteer as tutors- Local artisans come in to do work shops- Local restaurant/bakery/grocery store owners help provide meals for the weekends

OUR GOAL IS TO GET KIDS TO STAY IN SCHOOL AND SUCCEED IN LIFE.Final thoughts: IQ is partially genetic, but 60% is influenced by living conditions, nutrition and early childhood development experiences. The brain can change. If stress is reduced, new cells grow and a chain reaction of learning can occur.

High rates of tardiness and absenteeism lead to high drop out rates. Make students want to be there. School attendance is directly linked to standardized test scores – the more they are there, the higher the scores.

Use fluid intelligence: apply known skills to learn new things. Children in poverty, like all children, need to be able to relate to material. Here, though, you may have a taller wall to break down. Adaptability and variety will have to be in your arsenal.

Be patient. Don’t condescend to the student or their family. You need to be approachable and welcoming.

Be accommodating.

Be understanding.

DON’T JUDGE. OFTEN TIMES YOU WILL HAVE NO IDEA THAT A CHILD IS LIVING IN POVERTY. IN TODAY’S ECONOMY, MORE AND MORE MIDDLE CLASS FAMILIES ARE FINDING THEMSELVES SCRAPING BY. THE STRESS OF WORRYING ABOUT MONEY IMPACTS THE WHOLE FAMILY. LEARN TO PICK UP ON THE SIGNS OF STRESS AND DO WHAT YOU CAN TO IMPEDE ITS IMPACT ON A CHILD’S BRAIN.

There is a direct correlation between socio-economic status and race in this country that can not be ignored. I did not address this here as time is limited. Race and ethnicity all contribute to the pool of the impoverished and one can not discuss either of them independently. They are part of the cycle of poverty exemplified in the racial disparities of test scores and incarceration rates.