Socioeconomic Status

Socioeconomic status (SES) is a critical factor in a child’s development and access to opportunities, encompassing income, parental education, occupation, and overall access to resources. Children from low-SES backgrounds are often considered part of a minoritized community because they face systemic barriers that can affect their academic success, social development, and emotional well-being. While society has made progress in reducing educational inequities, significant challenges persist, and children growing up in poverty or with limited resources continue to experience disadvantages that require thoughtful and informed support.

One major issue is unequal access to quality education. Schools in low-income neighborhoods often have fewer resources, larger class sizes, outdated textbooks, and limited access to technology. These disparities make it harder for children to receive the same educational opportunities as their higher-SES peers. Research shows that children from lower-income families are more likely to attend underfunded schools and are less likely to have access to advanced coursework or enrichment programs. In fact, only about 51% of lower-income students enroll in college compared to 89% of students from well-off families (Sinkevich 2024). This lack of access can create gaps in knowledge and skills that persist throughout a child’s academic career, affecting long-term outcomes such as graduation rates and college attendance.

Food insecurity, unstable housing, and broader socioeconomic disparities create significant challenges for children’s development and learning. According to the U.S. Department of Agriculture (USDA), food insecurity is defined as “limited or uncertain availability of nutritionally adequate and safe foods, or limited or uncertain ability to acquire acceptable foods in socially acceptable ways" (Rabbitt, M., Hales, L., & Reed-Jones, M. 2025). Kids who lack regular access to nutritious meals or a safe, stable home often struggle to concentrate in school, face higher stress levels, and are more susceptible to health problems. Chronic stress from poverty can also interfere with brain development and emotional regulation, making it harder for children to fully engage in learning and social interactions. A longitudinal study of 77 children from the NIH MRI Study of Normal Brain Development, tracked from early infancy to age 4, found that children from low-income families had total gray matter volumes that were almost half a standard deviation smaller than those of children from higher-income families (Blair, C., & Raver, C. C., 2016). Beyond basic needs, limited financial resources can restrict access to extracurricular activities, healthcare, and social support, meaning families may not afford sports, music lessons, tutoring, or medical care that support overall growth. Parents juggling multiple jobs may also have less time to connect with schools, advocate for their children, or provide individualized academic support, compounding the challenges that come with limited resources.

Supporting children from low-SES backgrounds requires more than just providing material resources, it demands creating environments that are inclusive, respectful, and empowering. Central to this effort is relationship-building: children need adults who listen, believe in their potential, and advocate for equitable opportunities. By addressing both structural barriers and individual needs, schools and programs can help children feel valued, capable, and supported rather than stigmatized. When adults actively foster these supportive environments and provide opportunities for growth, children from all socioeconomic backgrounds are better equipped to develop the confidence, resilience, and skills necessary to thrive academically, socially, and emotionally.

References: 

- Blair, C., & Raver, C. C. (2016). Poverty, stress, and Brain development: New Directions for Prevention and Intervention. Academic Pediatrics, 16(3), 30–36. https://doi.org/10.1016/j.acap.2016.01.010

- Rabbitt, M., Hales, L., & Reed-Jones, M. (2025, January 8). Food Security in the U.S. - Measurement | Economic Research Service. Usda.gov. https://www.ers.usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/measurement#measurement

- Sinkevich, D. (2024, February 22). How Education Inequality Impacts Student Success | Penn Foster. Partners.pennfoster.edu. https://partners.pennfoster.edu/blog/2024/february/how-education-inequality-impacts-student-success