Poverty Poor Nutrition Poor Hygiene Lack of Sleep Parental Addictions Parents ’ Mental Health Negligence and Abuse

2. Understanding and responding to familial and social disadvantages that affect behaviour Presented by: • Michelle Burton-Moyes • Sharon McRae • Deanna Richards • Poverty • Poor Nutrition • Poor Hygiene • Lack of Sleep • Parental Addictions • Parents’ Mental Health • Negligence and Abuse • Absent Parents • Immigrant Parents

3. Poverty “the condition of a human being who is deprived of the resources, means, choices and power necessary to acquire and maintain economic self-sufficiency and participation in society” or “the condition of not having enough income to meet basic needs for food, clothing, and shelter”

4. Poverty Rates http://www.campaign2000.ca/reportCards/provincial/Manitoba/2010%20RCChildandFamilyPovertyReportCard.pdf

5. Child Poverty Rates

6. Children Under 6 Years Living in Poverty

7. Intervention for Students in Poverty Canadian School Boards Association

8. Impact of Poverty on Young Children • Poverty is especially damaging for pre-school children. • Manitoba’s pre-school poverty rate is above the rate in all Canada, at more than 17% • The cost of this will be experienced in poor school performance, compromised development and poor health • Poor children typically enter school a full year and a half behind their middle-class peers in language ability, studies show. So, millions of kids start their lives with an educational deficit. That’s why we have to get to them while they are still tots. (Grundel, Oliverira, & Geballe, 2003, p. 5)

9. Effect of Poverty on School Readiness • Poverty is the leading risk factor and barrier to ensuring the five areas of development and growth that signal school readiness are intact: • Physical well-being and development including good nutrition; immunizations; physical skills and gross motor abilities; and fine motor skills • Social and emotional development: a sense of confidence that allows children to fully participate in a classroom, experience with turn taking, following directions, working alone and as a group member and the ability to form friendships • Supportive environments: provided by adults in a child’s life that foster learning and promote curiosity, creativity, motivation, independence, cooperation and persistence so children can meet new challenges • Cognition and knowledge including being familiar and comfortable with basic knowledge such as patterns, relationships, cause and effect and problem solving (Howard, 2009)

10. Poverty-Related At-Risk Factors for Academic Failure • very young, single or low educational level parents; • unemployment; • abuse and neglect; • substance abuse; • dangerous neighborhoods; • homelessness; • mobility; and • exposure to inadequate or inappropriate educational experiences (Pellino, 2007).

11. Negative Effects of Poverty on Education • Food deprivation that influences concentration and development • Inadequate child-care arrangements • Difficult behaviour in students • Low self-esteem • Less motivation to learn • Illiteracy and lower achievement in school • Less participation in extra-curricular activities • Interrupted school attendance • Lower aspirations and expectations • Lower university attendance (Canadian School Boards Association and Canadian Teachers’ Federation)

12. Indicators of Academic and Behavioural Problems • Delay in language development • Delay in reading development • Aggression • Violence • Social withdrawal • Substance abuse • Irregular attendance • Depression • Inability to reach a student’s parent or guardian • Student does not complete assignments, study for tests or does not come to school prepared to learn • Unable to concentrate or focus

13. Teacher Role for Children Coming from Poverty • Building Positive Relationships with Students and Their Families--Caring and Support: schools are often a refuge for many children and provide a protective shield for students in their quest to succeed in spite of hardships they face • Teachers can listen to their students’ stories • Teachers can demonstrate caring with kindness, compassion and respect • Avoid judging students and don’t take their behaviour personally • Positive and High Expectations: can structure and guide student behaviour • Get students to reach beyond what they think they can do by focusing on the strengths of students • Helps students to see that the adversity in their lives is not permanent but an obstacle that is temporary and that they can overcome

14. Providing Opportunities for Meaningful Participation • Critical Thinking Skills: strategies to increase student effectiveness in learning through analyzing, synthesizing, evaluating, and drawing inferences • Teaching for Relevancy: provides a real-life, authentic application for the student’s learning during the teaching and learning process • Cooperative Learning: involves student participation in small groups to maximize learning for themselves and others • Verbalization: the practice of encouraging the learner to express the learning and connection-making process to themselves and others through self-talk, voicing thoughts, discussion, thinking and writing

15. Providing Opportunities for Meaningful Participation • Engaged Learning: a set of teacher practices that actually engage the student in the instruction that is taking place • Differentiated Instruction: meets the diverse needs of students • Goal Setting: a strategy used to help students set specific, realistic and measurable goals for learning • Conducting Formative and Summative: an accurate assessment of students’ skills and abilities is critical to the teachers’ understanding of how to support and guide their instructions

16. Strategies to Address Poverty-Related Deficiencies • Provide all students with a rigorous curriculum • Have high expectations for all students • Make students responsible for their own learning • Provide support to students and their families. Involve parents. Early intervention is critical. • Help children to succeed • Create an environment and use activities that foster mutual respect, resilience, self-esteem, self-regulation and self-efficacy • Develop relationships with students to identify their needs (emotional and intellectual) and identify their individual learning style • Emphasize that each student is unique with value, talents and abilities

17. Strategies to Address Poverty-Related Deficiencies • Promote awareness and acceptance of diversity. Encourage students to recognize similarities as well as differences. • Use principles of constructivism to make learning interesting, valuable and relevant to students. Teach for meaning. • Provide developmentally appropriate, meaningful learning activities and use thematic or integration instruction, cooperative learning, inquiry and authentic learning. Karen M. Pellino, The Effects of Poverty on Teaching and Learning http://www.teach-nology.com/tutorials/teaching/poverty

18. Ways to Address the Impact of Poverty on Students • Services to help students in poverty must be integrated • Early childhood intervention, kindergarten and junior kindergarten programs and compensatory and continuing education programs serve as preventive measures for students living in poverty • Extra funds can be provided to schools with a high concentration of students in poverty • Creating close ties between families and schools and bringing parents into schools reduces the alienation of students living in poverty

19. Thought-Provoking Quotation “Poverty should not be an excuse for us to expect less from our students. They indeed come to us with numerous issues and challenges that interfere with their learning. We need to focus on their learning, find ways to help them overcome these challenges and gain the most they can from their education. Their education is likely their one chance to break the poverty cycle and escape. Just because they are poor doesn’t mean they cannot succeed. It is actually one of the best reasons for them to succeed.” Karen M. Pellino

20. In-School Strategies to Support Children Living in Poverty • Organize “freebie” table at school—staff and parents bring in gently used items that they no longer need and these are free for the taking • Drive children to extracurricular activities that they might not otherwise be able to attend • Make sure the school has a fund to pay for activities students who want to participate in would not be able to afford

21. References Boyd Walker, Johanna. "How Does Nutrition Affect Learning?" 11 Oct. 2009. Web. Brooks-Gunn, Jeanne and Greg J. Duncan, Children and Poverty The Future of Children, Vol. 7, No. 2, Summer/Fall 1997. Canadian School Boards Association. Poverty Intervention Profile: Partners in Action. Ottawa, 1999. Print. "Children Nutrition Food and Behavior." Web. Cochrane, Glen. "Hope Restored with PATH." Web. Cowan, Patt, Margaret Layden-Oreto, Steve Ramsankar, Maureen MacDonald, and Heather-Jane Robertson. Children, Schools and Poverty. Canadian Teachers' Federation, 1991. Print. "CSBA Action on Child Poverty." CSBAction 13.Special (1998): 1-4. Print. Dunningan, Muriel, Alex Gardner, Claude Lessard, and Neal Muhtadi. Twelve Secondary Schools In Low-Income Settings. Kelowna: Society for the Advancement of Excellence in Education, 2001. Print. "Eating Breakfast Supports Academic Achievement." 1997. Web. Howard, Tish, Sandy Grogan Dresser, and Dennis R. Dunklee. Poverty Is NOT a Learning Disability: Equalizing Opportunities For Low SES Students. Thousand Oaks: Corwin, 2009. Print. Langlois, Christine. "Child Nutrition." Breakfast for Learning (2006). Print. Manitoba's Community Resource Data Warehouse. Web. Neuman, Susan B. Changing the Odds for Children At Risk: Seven Essential Principles of Educational Programs That Break the Cycle of Poverty. New York: Teachers College, 2009. Print. Neuman, Susan B. Educating The Other America. Baltimore: Paul H. Brookes, 2008. Print. "One Million Too Many Implementing Solutions to Child Poverty in Canada." Campaign 2000 (2004). Print. Pellino, Karen M. "The Effects of Poverty on Teaching and Learning." Web. <http://www.teach-nology.com>. "Positive Parenting Program (Triple P)." Web. Poverty. Web. Preschool Children: Promises to Keep (1999). Print. "Psychological Effects of Poverty in Children." Feb. 2009. Web. Sawhill, Isabel V. "The Behavioral Aspects of Poverty." The Behavorial Aspects of Poverty - Brookings Institution. Fall 2003. Web. Scheidies, Carolyn. "What Are the Causes of Poor Behavior in the Classroom?" Oct. 2010. Web. Walker Tileston, Donna, and Sandra K. Darling. Closing the Poverty & Culture Gap: Strategies to Reach Every Student. Thousand Oaks: Corwin, 2009. Print. "What Are the Long Term Effects of Poverty?" Web.

22. References http://www.teach-nology.com/tutorials/teaching/poverty/print.htm http://www.ehow.com/list_7427339_effects-poverty-child_s-behavior.html http://www.brookings.edu/articles/2003/fall_useconomics_sawhill.aspx http://www.legalserviceindia.com/article/l310-Psychological-Effects-Of-Poverty-In-Children.html http://www.wisegeek.com/what-are-the-long-term-effects-of-poverty.htm http://www.teach-nology.com/tutorials/teaching/poverty/print.htm

23. Nutrition http://www.globalwinnipeg.com/video/index.html

24. How Does Nutrition Affect Learning? • If you’ve every been stuck at work with your stomach rumbling from hunger, you know how difficult it can be to concentrate on the task in front of you • You might feel tired, sluggish and even irritable • You’re probably not able to perform to the best of your ability • Imagine you’re a child who had to go to school without breakfast because your parents didn’t have enough money to feed you • This is a reality for many school-aged children and the effects of poor nutrition on learning are a widespread problem

25. How Does Nutrition Affect Learning? • Brain Chemistry: in order to function properly, the brain needs a constant supply of healthy fats, proteins, carbohydrates, water, vitamins and minerals • Aminoacids found in high-protein foods are responsible for the firing of the brain’s chemical messengers called neurotransmitters • Vitamins and minerals convert amino acids to neurotransmitters • Sugars found in fruits and vegetables power the brain • When a child is deficient of any of those food sources, he/she might seem confused, irritable, distracted or apathetic

26. How Does Nutrition Affect Learning? • In the Womb: Good nutrition habits start long before a child even enters the world and can impact how he/she learns later in life • Pregnant women who do not consume an adequate intake of vitamins, minerals and nutrients are at a greater risk of giving birth to low-birth weight babies • According to a 1991 report by the Denver, Colorado Education Commission of the States, nearly 5 % of babies born weighing 5.5 lbs. or less suffer greater instances of hearing and vision problems and require specialized education services at some point during their school years

27. How Does Nutrition Affect Learning? • Malnutrition: • at age 3 results in more hyperactivity • in 8 year olds can result in aggressive behaviour • can cause increased externalizing problems in 11 year olds • can cause greater motor activity and conduct disorders in 17-year olds http://www.parenting-healthy-children.com/children-nutrition.html

28. How Does Nutrition Affect Learning? • Early Childhood: According to a report by the American School Health Association, 4th grade students with a poor protein intake scored lower on achievement tests than their peers with adequate nutrition • Students who showed an iron deficiency exhibited symptoms similar to ADHD: short attention span and difficulty concentrating as well as fatigue and irritability • School children who skip breakfast in the morning consistently underscore on problem-solving tests that measure for speed and accuracy

29. How Does Nutrition Affect Learning? • Poor Nutrition: poverty and poor nutrition habits often go hand in hand • Many children go to school hungry, unable to concentrate in class and might even miss school altogether • Children who come from families in which both parents work are more likely to eat convenience-type foods that are high in fat, calories and sugar, all of which can impair a child’s ability to function at optimal level while in school

30. Strategies to Address Nutrition Deficiencies • Breakfast Programs • Lunch Programs • Lessons on nutrition incorporated into everyday curriculum • Classes to teach low-income parents the importance of proper food choices and meal preparation Johnna Boyd Walker, http://www.modernmom.com/article/how-does-nutrition-affect-learning October 11, 2009

31. Breakfast for Learning (BFL) • BFL works to ensure that every child in Canada attends school well nourished and ready to learn • BFL provides funds, nutrition education, resources and program support to student nutrition programs across the country • BFL supports a network of programs in 5,000 communities across Canada • Almost all of these programs are in elementary schools with a small number in high schools and other community locations • In the 14 years since BFL’s inception, the universal programs which are run by a network of 30,000 volunteers, have served millions of healthy breakfast, lunches and snacks to over 1.5 million school-age children • http://www.breakfastforlearning.ca/en/manitoba/manitoba

32. References http://www.parenting-healthy-children.com/children-nutrition.html http://www.ehow.com/list_7281527_causes-poor-behavior-classroom_.html http://www.dairycouncilofca.org/Educators/ClassroomPrograms/ProgramsBHMBreakfast.aspx http://www.health.state.mn.us/nutrition/schoolwellness/schoolwellnessstudenthealthachieve.html

33. Sleep Deprivation “Today’s classrooms are filled with students who are too tired to function at their maximum learning potential.” http://www.helium.com/items/1452187-sleep-deprivation-elementary-school-children.com

34. Definition of the Problem • When the child (student) does not get enough sleep at night it can have a negative impact on their learning abilities to achieve success in school. Sleep deprivation among children today is becoming an increasing problem within the schools. Children are not receiving the amount of sleep recommended and therefore is causing problems for students throughout the day.

35. Effects of Sleep Deprivation • Reduced concentration • Diminished performance in any task • Falling asleep in class or anytime during the day • Physical appearance diminishes • Affect emotional stability • Increased weight (obesity) • Lack of energy during the day

36. Effects of Sleep Deprivation • Low tolerance level and may explode at the smallest provocation • Increase behavior problems • Inability to think logically • Inability to perform well on academic tests (affect his/her grades) • Associated with ADHD (Adolescent sleep deprivation is often associated with ADHD) • May increase the risk of developing psychiatric illnesses such as depression

38. Strategies to Addressing Sleep Deprivation • School districts can change start times to later in the day (Thames Valley District School Board, London Free Press). • Inform parents on issue- listing or providing guidelines on recommended amount of sleep children should get based on age. • Advise or seek counseling for student to find out why and what can be done. • Teach students good bedtime habits; educate them about the effects and why sleep is important. • Conduct lesson plans which involve kinesthetic learning. • Try playing educational games that involve every student • Talk to the Student! Show that you care.

39. Strategies to Addressing Sleep Deprivation • Allow a daily snack (this may be why the student is tired due to hunger). • School can implement a breakfast program. • Teacher can take note if child is displaying signs and contact parents to set a meeting to address the issue in private. • Teacher can allow student to sleep for small amount of time in class or in back room (only if this issue does not happen very often). Nap Time

40. Total hrs/day VS. % REM Sleep

41. Poor Hygiene • “It seems like it should be common sense for everyone to have good hygiene. However, unfortunately, as many people have come to find out that is not the case.”How to Have Good Hygiene | eHow.comhttp://www.ehow.com/how_4820683_have-good-hygiene.html#ixzz1GvMc49Ys

42. Definition of the Problem • An issue that cannot be easily ignored is when a student suffers from poor hygiene. Poor hygiene is when a child (student) does not properly take care of themselves or not at all. The child may not be familiar with how to take care of themselves or parents can be lacking the time to educate their children on hygiene. Poor hygiene can be in a variety of forms such as body odor, unclean clothing, disheveled hair, etc.

43. Effects of Poor Hygiene • Affects their health at a more permanent level as well their peers. • Low self esteem (their self image may suffer). • Become alienated from other students. • Bullied about appearance.

44. Strategies to Addressing Poor Hygiene • Make hygiene a regular part of your health curriculum. • Have some hygiene items handy in the classroom or for every individual student. • Use visual aids when teaching about hygiene or post visual aids throughout school. • Talk privately with the student about poor hygiene and work with that student to address issue • Monitor student hygiene (using a checklist to hygiene activities that the child has to do).

45. Strategies to Addressing Poor Hygiene • Talk about the consequences (sometimes students can retain a subject matter better if they learn about the consequences) • Separate the boys and girls when talking about hygiene (although it is important for boys and girls to learn about each others reproductive organ, some may feel comfortable being separated to discuss these issues). • School can implement a good hygiene program for students that have difficulty with this subject. • Encourage students to practice good hygiene!

46. References http://www.csun/edu/-hcedu013/plans.html http://www.newhorizons.org/strategies/front_strategies.html http://www.education-world.com/a_admin/archives/leadership.shtml http://www.faqs.org/health/Healthy-Living-V1/Personal-Care-and-Hygiene.html

47. Parental Drug and Alcohol Addiction “It can be estimated that close to one million (approximately 945,150) children lived in an alcoholic home in Canada in 1991. This figure represents 12% of children in any age group.” www.phac-aspc.gc.ca/publicat/clinic-clinique/pdf/s6c4/pdf

48. Children of parents who abuse drugs/alcohol may experience: • Social exclusion • Feelings of low self-worth/self-esteem • Fears of abandonment • Feelings of helplessness • Depression, anxiety, obsessive perfectionism, hoarding • Taking on quasi-adult responsibilities • Being left alone • Nightmares, bed wetting and crying (younger children)

49. Children of parents who abuse drugs/alcohol may experience: • Lack of rituals/routines • Increased risk of becoming alcohol/drug user • Increased risk of family stress, violence abuse and neglect • Excessively authoritarian parenting styles • Inconsistent expression of love and warmth • Lack of parental supervision or modeling • Higher rates of behaviour problems (ADHD, OCD) • Higher school absenteeism • Poor outcomes across all developmental areas including cognitive, behavioural, psychological, emotional and social domains • Removal from the home • Substance abuse related birth defects

50. Supporting Children of Drug/Alcohol Affected Homes • Identify children living in affected homes • Conduct home visits by school counsellors, case managers, or clinicians. • Provide parents with information on drug/alcohol treatment services and parenting programs • Provide structured, safe-haven for children • Create a positive classroom environment where all children are validated • Individual and family counselling • Ensure that child develops a strong relationship with an adult in the school • Provide opportunities for children to express themselves in a safe context • Involve children in meaningful, fun activities • Contact outside services and agencies when necessary