Poverty Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.Anti-spam check. Do not fill this in! === Education === {{See also|Social determinants of health in poverty#Education|Disability and poverty#Education}} Research has found that there is a high risk of educational underachievement for children who are from low-income housing circumstances. This is often a process that begins in primary school. Instruction in the US educational system, as well as in most other countries, tends to be geared towards those students who come from more advantaged backgrounds. As a result, children in poverty are at a higher risk than advantaged children for retention in their grade, special deleterious placements during the school's hours and not completing their high school education.<ref name="SYF"/> Advantage breeds advantage.<ref>Raghuram G. Rajan (2012). [https://www.amazon.com/Fault-Lines-Fractures-Threaten-Paperback/dp/B00OX8KPE6 Fault Lines: How Hidden Fractures Still Threaten the World Economy.] {{Webarchive|url=https://web.archive.org/web/20160920172903/https://www.amazon.com/Fault-Lines-Fractures-Threaten-Paperback/dp/B00OX8KPE6 |date=20 September 2016 }} Published by: Collins Business</ref> There are many explanations for why students tend to drop out of school. One is the conditions in which they attend school. Schools in poverty-stricken areas have conditions that hinder children from learning in a safe environment. Researchers have developed a name for areas like this: an ''urban war zone'' is a poor, crime-laden district in which deteriorated, violent, even warlike conditions and underfunded, largely ineffective schools promote inferior academic performance, including irregular attendance and disruptive or non-compliant classroom behavior.<ref>Garbarino, J., Dubrow, N., Kostelny, K., & Pardo, C. (1992). ''Children in Danger: Coping with the Consequences''. San Francisco: Jossey-Bass. Print.</ref> Because of poverty, "Students from low-income families are 2.4 times more likely to drop out than middle-income kids, and over 10 times more likely than high-income peers to drop out."<ref>{{Cite web|url=http://www.huffingtonpost.com/matthew-lynch-edd/cause-and-effect-the-high_b_6245304.html|title=Cause and Effect: The High Cost of High School Dropouts|date=30 November 2014|website=The Huffington Post|access-date=21 April 2016|archive-date=30 May 2016|archive-url=https://web.archive.org/web/20160530230632/http://www.huffingtonpost.com/matthew-lynch-edd/cause-and-effect-the-high_b_6245304.html|url-status=live}}</ref> For children with low resources, the risk factors are similar to others such as [[juvenile delinquency]] rates, higher levels of [[teenage pregnancy]], and economic dependency upon their low-income parent or parents.<ref name="SYF">Huston, A. C. (1991). Children in Poverty: Child Development and Public Policy. Cambridge: [[Cambridge University Press]].</ref> Families and society who submit low levels of investment in the education and development of less fortunate children end up with less favorable results for the children who see a life of parental employment reduction and low wages. Higher rates of early childbearing with all the connected risks to family, health and well-being are major issues to address since education from preschool to high school is identifiably meaningful in a life.<ref name="SYF" /> [[File:Situation Analysis of Out-of-School Children in Nine Southeast Asian Countries.pdf|thumb|Out of school child]] Poverty often drastically affects children's success in school. A child's "home activities, preferences, mannerisms" must align with the world and in the cases that they do not do these, students are at a disadvantage in the school and, most importantly, the classroom.<ref name="ANF">Solley, Bobbie A. (2005). When Poverty's Children Write: Celebrating Strengths, Transforming Lives. Portsmouth, NH: Heinemann, Inc.</ref> Therefore, it is safe to state that children who live at or below the poverty level will have far less success educationally than children who live above the poverty line. Poor children have a great deal less healthcare and this ultimately results in many absences from school. Additionally, poor children are much more likely to suffer from hunger, fatigue, irritability, headaches, ear infections, flu, and colds.<ref name="ANF" /> These illnesses could potentially restrict a student's focus and concentration.<ref>{{cite web|last=Jensen|first=Eric|title=Teaching with Poverty in Mind|url=http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx|publisher=ASCD|access-date=11 November 2013|archive-date=12 June 2018|archive-url=https://web.archive.org/web/20180612141531/http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx|url-status=live}}</ref> In general, the interaction of [[gender]] with poverty or location tends to work to the disadvantage of [[girl]]s in poorer countries with low completion rates and social expectations that they marry early, and to the disadvantage of [[boy]]s in richer countries with high completion rates but social expectations that they enter the [[labour force]] early.<ref name=":0">{{Cite book|last=UNESCO|url=https://unesdoc.unesco.org/ark:/48223/pf0000368753|title=Global education monitoring report 2019: gender report: Building bridges for gender equality|publisher=UNESCO|year=2019|isbn=978-92-3-100329-5|access-date=5 March 2020|archive-date=6 December 2019|archive-url=https://web.archive.org/web/20191206085339/https://unesdoc.unesco.org/ark:/48223/pf0000368753|url-status=live}}</ref> At the [[primary education]] level, most countries with a completion rate below 60% exhibit [[gender disparity]] at girls' expense, particularly poor and rural girls. In Mauritania, the adjusted gender parity index is 0.86 on average, but only 0.63 for the poorest 20%, while there is parity among the richest 20%. In countries with completion rates between 60% and 80%, gender disparity is generally smaller, but disparity at the expense of poor girls is especially marked in [[Cameroon]], [[Nigeria]] and [[Yemen]]. Exceptions in the opposite direction are observed in countries with pastoralist economies that rely on boys' labour, such as the [[Eswatini|Kingdom of Eswatini]], [[Lesotho]] and [[Namibia]].<ref name=":0" /> Summary: Please note that all contributions to Christianpedia may be edited, altered, or removed by other contributors. If you do not want your writing to be edited mercilessly, then do not submit it here. You are also promising us that you wrote this yourself, or copied it from a public domain or similar free resource (see Christianpedia:Copyrights for details). Do not submit copyrighted work without permission! 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