The Effects of Poverty on Teaching and Learning

The following excerpts are taken from the article: The Effects of Poverty on Teaching and Learning by Karen M. Pellino - Originally Posted At: http://www.teach-nology.com/Articles/teaching/poverty/


The Concept of Being At-Risk

The term at-risk refers to children who are likely to fail in school or in life because of their life’s social circumstances. It does not appear that any one single factor places a child at-risk. Rather, when more than one factor is present, there is a compounding effect and the likelihood for failure increases significantly. Poverty is considered a major at-risk factor (Leroy & Symes, 2001). Some of the factors related to poverty that may place a child at-risk for academic failure are: very young, single or low educational level parents; unemployment; abuse and neglect; substance abuse; dangerous neighborhoods; homelessness; mobility; and exposure to inadequate or inappropriate educational experiences.


Implications for Curriculum Adaptations
In summary, the following are highlights of what must be considered when developing curriculum in schools or classrooms where students of poverty are involved.

· Provide all students with a rigorous curriculum.

· Have high expectations for all students.

· Make students responsible for their own learning.

· Provide support to students and their families. Involve parents. Early intervention is critical.

· Help children to succeed.

· Create an environment and use activities that foster mutual respect, resilience, self-esteem, self-regulation and self-efficacy.

· Develop relationships with students to identify their needs (emotional and intellectual) and identify their individual learning style.

· Emphasize that each student is unique with value, talents and abilities.

· Promote awareness and acceptance of diversity. Encourage students to recognize similarities as well as differences.

· Use principles of constructivism to make learning interesting, valuable and relevant to students. Teach for meaning.

· Provide developmentally appropriate, meaningful learning activities and use thematic or integrated instruction, cooperative learning, inquiry and authentic learning.


Poverty should not be an excuse for us to expect less from our students. They indeed come to us with numerous issues and challenges that interfere with their learning. We need to focus on their learning, find ways to help them overcome these challenges and gain the most they can from their education. Their education is likely their one chance to break the poverty cycle and escape. Just because they are poor doesn’t mean they cannot succeed. It is actually one of the best reasons for them to succeed.