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The impact of poverty on educational outcomes for children

Over the past decade, income inequality among many families has unfortunately widened. Educational outcomes are one important area that is influenced by household income. Measures of school readiness show that children from low-income families often start school later than children from wealthier families. The occurrence, depth, duration, and timing of poverty all influence children's educational attainment, as do community characteristics and social networks.

However, international interventions have shown that the effects of poverty can be reduced with sustained intervention. Pediatricians and primary care physicians have many opportunities to influence school readiness and educational success in primary care.

Developing Countries

Similarly, in developing countries, children in poverty are at much higher risk of not attending school than their more affluent counterparts, and these differences are large (e.g., in a sample of 80 countries, ​​12% of the children in the top class). (One-fifth of the children in the household had never attended school, while 38% of the children in the poorest quintile had never attended school.) These differences are / more related to maternal wealth and education than rural residence or gender.

The Impact of Poverty on Children's Educational Outcomes
The Impact of Poverty on Children's Educational Outcomes

Poverty and School Readiness

School readiness reflects a child's ability to succeed academically and socially in the school environment. These include physical health and the development of appropriate motor skills, mental health and an active approach to new experiences, age-appropriate social knowledge and skills, age-appropriate language skills, and age-appropriate general Requires knowledge and cognitive skills. It is well documented that poverty reduces children's school readiness through aspects such as health, family life, schooling, and neighborhood.

Developmental Systems Theory

Developmental Systems Theory (DST) helps us understand the diverse mechanisms that link poverty to children's education and development. DST is grounded in ecological theory and conceptualizes interactions at multiple levels, from basic biological processes to interactions at the individual, family, school, community, and cultural levels.

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