how poverty affect the child in short essay
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Most are unaware of just how greatly low-income households & extreme poverty can influence child health and cognitive child development. However, poverty does indeed impact growth from early childhood, starting with brain development and other body systems. Poverty itself can negatively affect how the body and mind develop, and economic hardship can actually alter the fundamental structure of the child’s brain. Children who directly or indirectly experience risk factors associated with poverty have higher odds of experiencing poor health problems as adults such as heart disease, hypertension, stroke, obesity, certain cancers, and even a shorter life expectancy.
In addition to brain development and health risks associated with holding low-socioeconomic status, a child’s mental health is at risk of being greatly affected as well. Low-income parents and children are more likely to be affected by challenges with mental health and mental illness. These mental health problems often impair overall academic achievement and the ability of children to succeed in school. The effects of poverty can place these children at a higher risk of involvement with child welfare and juvenile justice agencies.
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Poverty harms the brain and other body systems.
How developmental science understands child poverty has changed a great deal in recent years. Poverty, for children, is not simply a matter of getting by with less of the essentials of life. Particularly at its extremes, poverty can negatively affect how the body and mind develop, and can actually alter the fundamental architecture of the brain. Children who experience poverty have an increased likelihood, extending into adulthood, for numerous chronic illnesses, and for a shortened life expectancy.
2] Poverty creates and widens achievement gaps.
Children growing up in poverty, when compared with their economically more secure peers, fall behind early. Starting in infancy, gaps are evident in key aspects of learning, knowledge, and social-emotional development. When left unaddressed, these early gaps become progressively wider. Early optimal development tends to open doors to further optimal development, while impoverished development tends to close those doors. So, poor children lag behind their peers at the entry to kindergarten, in reading ability at the end of third grade, in the important self-monitoring skills often called “executive functioning,” and in school attendance in eighth grade. Poor children are more likely to drop out of school or fail to obtain
post- secondary education.
3]Poverty leads to poor physical, emotional, and behavioral health.
Even when poverty doesn’t directly alter human biological systems, we know that growing up poor increases the likelihood that children will have poor health, including poor emotional and behavioral health. Poverty works in multiple ways to constrict children’s opportunities and expose them to threats to well-being. Poor children are more likely to lack “food security,” as well as have diets that are deficient in important nutrients. Rates of several chronic health conditions, such as asthma, are higher among poor children. They are less likely to receive preventive medical and dental care.
4] Poor children are more likely to live in neighborhoods with concentrated poverty, which is associated with numerous social ills.
While direct causal links between neighborhood poverty and children’s outcomes are challenging to identify in research, scholars have found that growing up in neighborhoods with concentrated poverty is associated with negative academic outcomes, more social and behavioral problems, and poorer health and physical fitness outcomes. Poor children are more likely to live in neighborhoods where they are exposed to environmental toxins and other physical hazards, including crime and violence. In the case of violence, even indirect exposure — witnessing, or simply hearing of its occurrence — has been linked with adverse developmental outcomes. Poor children are also disproportionately likely to attend schools in districts with fewer resources, with facilities that are grossly inadequate, and with school leadership that is more transient.