Helping Low-Income Students Succeed

Low Income Students

For many children, going to school is just one part of their daily ritual. They grumble get out of their comfortable bed, have breakfast, and are transported to school for a day of learning and spending time with friends. They receive their assignments for the day, then head home to complete them before they head to bed and get ready to complete the cycle the next day. That is the ideal: a stable base for children to build their education upon.

That is not the reality for may children. As of 2013, most students come to school from low-income households. They can leave for school malnourished and tired from sleepless nights in unstable homes. Heading to school can be dangerous as well, especially if their home is in a high crime neighborhood. School can add to the struggle when they cannot stay awake, are focused on their hunger instead of lessons, and have no time at home to complete assignments. Such a fragile base is difficult to build an education upon.

There are ways that the school itself can be a place to help students from low-income or unstable homes educate students in subjects beyond the three Rs.

One way was suggested over two decades ago by Dr. James Comer, a child psychologist from Yale University. He believed that “no significant learning occurs without a significant relationship.” He developed a process called the Comer Process, known by some as the School Development Program. It is a system that looks after the whole student, helping them develop social and life skills in school along with being educated. Teams are built to help students manage their lives inside and outside of the classroom.

It takes a major commitment to apply the Comer Process to a school. There are many other options for schools to ensure that students are being supported for the time they are there.

  • Building Relationships – You do not need to treat students as friends, but you do need to give them respect. A trusting relationship is a big step in discovering what is happening outside the classroom that could affect them inside of it.
  • Formal Communication – Unless the home is highly religious, formal speech is not often used in low-income families. Most tests over the years are written formally, which makes them harder to understand for these students. Building this form of vocabulary is incredibly important over the long haul.
  • Understand their Resources – By understanding what support a student has, arrangements can often be made by the school to offer what they do not have. Time and tutoring are usually the two things most students in low-income families need most.
  • How to be a Student – Being a student is a skill that is not inborn; it is learned. Asking questions, planning assignments, and preparing for tests may not be taught in the home. Especially if the parents struggled in school. But it can be taught with other lessons.

 

Low-income students offer schools the opportunity to be a haven from their day to day life. They can help them with life skills they may not find at home, adding stability to what can be a very unstable existence. A stability to help them become lifelong learners.

AUTHOR: Leib Lurie