Helping Low Socioeconomic Students

"Pogrow (2009) contends that children born into poverty are as capable and bright as anyone else born into our society, and it is our responsibility as educators to find the moral resolve and appropriate strategies to engage all students” (Randall, 2010, p ).

Maslow's Hierarchy of Needs for Improvised Students

All students' fundamental needs must be met for learning to occur. If students are coming to the classroom hungry, lacking a sense of belongingness, or not self-motivation, they would be unable to concentrate on classroom activities. In order to successfully enhance students' learning and help them thrive in the classroom, teachers can refer to Maslow's Hierarchy of needs (Lutz, 2016). By paying attention to this framework, teachers will be able to better understand what students require from them. In the mid-1950s, psychologist Abraham Maslow created Maslow’s Hierarchy of Needs which consists of five stages, and individuals must satisfy lower-level needs before progressing on to meet higher level growth needs. From the bottom to the top the needs are physiological, safety, love and belonging, esteem, and self -actualization (McLeod, 2018).

Maslow's Hierarchy of Needs

(Marie, 2020)

Physiological needs - Physiological needs are biological requirements for human survival which encompasses basic needs such as water, air, food, shelter, and sleep. If these basic needs of students are not met, it would be difficult for students to function optimally or concentrate on learning activities (Lynch, 2017; Cherry, 2021).

Tips- Strategies to support physiological needs

Inform parents about the federal food programs such as WIC, national school lunch program, adult care food program, and SNAP (Long et al, 2012).
Ensure that students are feeling well.
Keep water and snacks in your classroom.
Educate students about hygiene practices.
Send a note to parents if you find that a student is not getting enough sleep.

Safety and Security Needs- The second level of need is safety. Research indicates that student perceptions of safety play a critical role in academic development and success in the school. Students who feel unsafe and unsecure at school, it becomes difficult for them to engage in or participate in classroom activities up to their full potential. These students also show a higher rate of behavior and emotional problems such as aggression toward others, and violation of school rules and norms. On the other hand, students who feel safe and secure in school show fewer social and emotional challenges, have fewer conduct disorders and are more likely to perform well in academics (Texas School Safety Center, 2016). It is important to note that when we are considering a safe learning environment, it not only includes physical parameters but also includes feelings of emotional and psychological well-being (Ross, Parsons, & Vallas, 2016).

Tips -Strategies to promote a safe learning environment

Get to know your students.
Set clear expectations in the classroom.
Promote two way respect. Show respect for your students, and teach them to show respect for one another.
Establish a positive relationship with learners.
Provide them choices on how they can complete their assignments.
When asking questions from a student or asking them to demonstrate something, ensure that students are in their comfort zone. Instead of focusing on the deficit or what he/she does not know, capitalize on what concepts they already know or are aware of. By doing this we can protect the self confidence of learners.

Love and Belonging - The third level of Maslow's hierarchy is that students need to feel or develop a sense of belongingness and be accepted members of the group. Research shows that having the feeling of sense of belongingness is directly linked to students' high self-esteem, better academic achievement, and a higher level of social, emotional, and physical well-being (Lutz, 2016).

Tips- Strategies to support a sense of belongingness

Allow students to participate in collaborative work and games.
Building relationships between students and teachers boost the student's sense of belongingness in the classroom.
Establish ground rules against negative behavior such as bullying other kids.
Establish clear routines in the classroom because it helps students to develop a sense of belongingness.

Self-esteem - The fourth level of Maslow’s hierarchy is self-esteem. Self-esteem is about more than just your opinion about yourself. It encompasses senses of identity, self-confidence, feeling of belonging, and feeling of competence. Having good self-esteem is very essential for students because it not only improves academic performance, it also enhances students' motivation and ability to cultivate supportive and lasting relationships (APA, 2020; Lynch, 2017; Cherry, 2021).

Tips- Strategies for enhancing self-esteem

Do not give feedback that discourages students’ motivation. The feedback learners receive from their educators plays a primary role in developing their self-esteem. Give specific and positive feedback on effort rather than the outcome (APA, 2020).
Gain knowledge about your students, and based on their strengths and abilities provide differentiated instructions to students.
Students with low self-esteem often focus on negative things. Nurture your students from the beginning of school so they can build positive self-confidence. Allow them to share their thoughts and feelings in the classroom.
Display students' work in class or invite parents at schools to tell them how proud you are of the students' efforts (APA, 2020).

Self -actualization - At the fifth level, self-actualization becomes the motivating factor. The self-actualization needs include the “realization of full potential, looking for personal growth, creativity, peak experiences, and fulfillment of self”. At this level, students strive for higher learning goals and seek to achieve them, such as completing their tasks in groups, engaging with the learning, and setting and achieving goals (Lynch, 2017; Cherry, 2021).

Tips - Strategies for supporting self -actualization

Help learners develop self-study and time-management habits.
Use various strategies to help learners to reach their goals.
Allow students to participate in project based collaborative activities.

How Poverty Affects Classrooms

Students who live below the poverty line often lack educational resources, may have low literacy levels, and may not receive homework support and encouragement from family members (Pettigrew, 2009). As educators, we can initiate a change and break the recurring cycle of poverty by finding appropriate ways to better support the learning needs of students who are struggling due to poverty. This video provides information on how poverty affects students' learning and what steps can be taken to provide support to these students so they can thrive in the classroom.

Strategies to Support Students living in the poverty

From our experiences, learners who grow up in poverty and difficult circumstances perceive things differently and “experience the world in terms that have limits that too often lead educators to view students from a deficit perspective"(Randell, 2016). As an educator, it is our responsibility to identify and build on students’ assets within the realms of our classrooms. Instead of focusing on a deficit mindset or what they don't know, we need to focus on what knowledge and skills they bring to school on which we can build on. Having a deficit mindset can impede our thinking and abilities to make appropriate reforms in curriculum content and instructional strategies (Randell, 2016).

Set anti-bullying rules or zero-tolerance policies in your classroom. When you suspect that other students are bullying disadvantaged students, quickly take appropriate action to stop such harassment. It will help students to feel safe in the classroom.
As educators, we want our students to perform well in course assignments and succeed in life. Holding high expectations for students motivates them to work towards reachable goals without any anxiety. By doing this we also show that we respect the student for who they are.
Parental involvement in children's education has a positive impact on students' academic outcomes. According to Toper, et. al (2011), parental involvement facilitates a connection between school and home, increases students' attendance, reduces child misbehavior in the classroom, and improves academic achievement.
Some low-income students' families can not afford computers, books, or reading/ writing resources. School may be the only place where they have access to electronic and printed materials. Provide additional resources to students, such as access to books, articles, computers, magazines, newspapers from the library that students can take home.
Students from lower socioeconomic backgrounds may not have had experiences such as vacations, eating at different places or other trips that are organized for fun or educational purposes (mostly trips that require monetary resources). One should think about adding to the worldly experience of these students if efforts have to be made to connect learning with real-life situations.
Students who are from poor families may function under different norms at home. These rules could be different from what is expected of them in school settings. Teachers should take time to explain why students need to follow a certain set of rules and norms when they are in school/classroom.

The Effects of Poverty on Academic Achievement

Article - Kendra McKenzie

The Effects of Poverty on Academic Achievement.pdf

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