Children In Poverty

They live in crowded and shared shelters which located in poor and squalid neighborhoods. They have limited or no access to clean water, healthy food, and reliable transportations. They grow up in disadvantaged neighborhoods where public transportations are too far to reach and the use of guns, knives, drugs, and random violence are frequent and continual exposed. School faculties from the public schools where these children study at are lack of skills and knowledge to understand their family background, barriers they are facing, and difficulties they are dealing with. They might not be equipped to handle any sudden situations and provide essential help for these students and their families as well. Additionally, they might not be able to understand …show more content…
Among all factors which may affect the children in poverty to achieve dreams, two most significant ones that make me think on a deeper level are quality education and social construct. The role of quality education in poverty eradication is crucial. Every student is entitled to a meaningful opportunity to learn and education is the key to success. Americans claim that they need to ensure all children with dreams and determinations have access to quality education can reach their potential and become succeed. Yet, far too many children in underserved groups and communities are lacking access to all the essential educational resources such as appropriate facilities and learning materials, highly qualified and effective teachers, exposure to successful peer groups, and access to early childhood education and rigorous curriculum. Today, the link between poverty and low academic achievement has been well established. Children from poor families are at increased risk of leaving school with poor readiness, non-competitive skills, …show more content…
Discipline, rules, values, and beliefs are all socially constructed. Some children from poverty can afford school tuition and being accepted to receive quality education often deal with barriers at school – following rules, communicating with faculty, studying with peers, even adopting the environment. All of these can bring them multiple negative feelings such as not belonging, depression, stress, doubt, frustration, a sense of self-contain, etc. These feelings may lead to bad grades, drug use, drop-out, even suicide. Teachers, mostly come from different background, hadn’t learnt about poverty and methods of working with this population could not empathy and gain students’ trust. In Hobbs’s book, he writes about the faculty at St. Benedict’s and points out, “Through decades of experience, the faculty had learned the many forms these problems took. Fights, theft, and negative attitudes were the most common. Beyond those lay the more disruptive tendencies of emotional abuse inflicted on peers, dealing and using drugs, or dropping out of school entirely” (79). Clearly, faculty in school is an important element for students who come from underserved areas but learning with their affluent peers. Faculty, who are not settled for mediocrity, will not accept excuses, willingly to establish supportive environments for students to learning, have experience teaching students from