The impact of poverty on school-aged students is a complex and multifaceted issue that has garnered significant attention in the field of education. Numerous peer-reviewed journals have published research exploring the ways in which poverty influences various aspects of students’ academic achievement and overall well-being. This paper aims to review and analyze the findings from selected peer-reviewed articles to provide a comprehensive understanding of how poverty affects school-aged students.
One study by Duncan and Brooks-Gunn (2000) examined the effects of poverty on children’s cognitive and academic outcomes. The researchers found that children from low-income families tend to score lower on standardized tests, have lower IQ scores, and experience more difficulties in areas such as language and memory skills. These findings suggest that poverty can hinder cognitive development, thereby impacting academic performance.
Another study by Puma et al. (2010) focused specifically on the impact of poverty on early literacy skills. The researchers found that children from low-income backgrounds were less likely to have access to books and other educational resources at home, which contributed to lower levels of literacy proficiency. Moreover, the study highlighted the importance of quality early childhood education programs in mitigating the negative effects of poverty on literacy development.
In addition to academic outcomes, poverty also affects students’ socioemotional well-being. Evans and English (2002) conducted a longitudinal study to examine the relationship between poverty and children’s behavioral problems. The researchers found that children from low-income families were more likely to display externalizing behaviors, such as aggression and delinquency, as well as internalizing behaviors, such as depression and anxiety. These findings suggest that poverty not only influences academic achievement but also has detrimental effects on students’ mental health and social behavior.
Furthermore, poverty can have implications for students’ physical health. A study by Alaimo et al. (2001) investigated the association between poverty and nutrition among school-aged children. The researchers found that children living in poverty were at higher risk of experiencing food insecurity and inadequate nutrition. This, in turn, can lead to poorer overall health, increased susceptibility to illnesses, and decreased energy levels, all of which can impact students’ ability to engage and succeed in school.
Another aspect worth considering is the influence of poverty on students’ school attendance and dropout rates. Research by Freier et al. (2007) examined the link between poverty and school disengagement among adolescents. The study found that students from low-income families were more likely to have higher rates of absenteeism, lower rates of high school completion, and increased likelihood of dropping out. These findings highlight the persistent achievement gap that exists between students from different socioeconomic backgrounds.
In conclusion, the selected peer-reviewed articles highlight the substantial influence of poverty on various aspects of school-aged students’ lives. Poverty negatively impacts academic performance, literacy development, socioemotional well-being, physical health, and school engagement. These findings underscore the urgent need for targeted interventions and policies aimed at addressing the detrimental effects of poverty on students. By providing equitable access to quality education, resources, and support, society can strive to minimize the impact of poverty on school-aged students and promote their overall success and well-being. Further research is warranted to explore additional factors and potential solutions to alleviate the challenges faced by students living in poverty.
