Chapter 2: Students & Poverty: Building on Resources & Breaking Down Barriers
- New York Times indicated that 51% of the children in our classroom are living in poverty (43).
- Poverty issues are learning issues (43).
- A hungry student cannot learn his or her best (59).
- “By kindergarten, food-insecure children often are cognitively, emotionally and physically behind their food secure peers.” (45) – Children’s Healthwatch
Teacher Tools:
Resources & Barriers Chart:
- Honouring all the characteristics students bring to the classroom including their own disposition, strength of character, ambition and enthusiasm, can help every student feel like an integral part of their classroom community (55).
- Students may not be open to talking about these types of problems -Try the ‘I Wish My Teacher Knew’ idea (55). Perhaps, they will open up to you on paper, rather than verbally; this process may help you find the source of the issue. (57-58).
- We can’t force our students to do homework, but can help them understand the best time to start their homework, identify a good place to study, and seek out family and neighbours that are able to help them (58).
- Start a food drawer in your classroom. Keep it stocked with snacks you purchase personally or that are donated by friends/family. Have a ‘no questions asked policy’ (59). This way students who are hungry or do not have a lunch can grab something to eat without feeling called out and embarrassed in from of their classmates (59). Often students are shy or embarrassed to say that their family can’t afford to pack them a lunch (59). This may be a good option if your school doesn’t have a lunch program or breakfast program (59).
- Often students show up underdressed when it is winter because their family cannot afford proper clothing - look into community initiatives to get donated winter clothing (60).
- School supplies is expensive, we need to realize that not all students can afford it (62). Have each student bring in a set amount of money, and have the school gets the supplies for them. It may be cheaper to buy in bulk, and is less costly for the families of these students (63). In addition, you can get a class set rulers and scissors to use year after year (63). All supplies in the classroom could then be community supplies, which means items like pencils and crayons could be pooled together (63). This helps create a sense of community and teaches students to share resources (63).
- Students who participate in Breakfast Programs show “greater improvements in math scores, attendance, punctuality, depression, anxiety, and hyperactivity.” (66).
- Breakfast programs can take time and support to implement, but the improvements show that they are worth it! (66). Probably, more students than you think would utilize this program (66).
- When our students struggle in schools, we need to find the root of the problem (67).
- First step: ask an empathetic question. Instead of “why are you always late?” try, “what makes it hard for you to get to school on time?” Make it solution based not accusatory (67). This style of question asking may cause the student to offer more information (68).
Schwartz, Kyle. I Wish My Teacher Knew: How One Question Can Change Everything For Our Kids. Da Capo Lifelong Books, 2016.