Poverty and Stress

• Stress in poor environments is usually significant and chronic. Eric sites research that shows these effects on behavior and performance of chronic stress:
  Half of all absences
  Attention and concentration impairment
  Reduction of cognition, creativity, and memory
  Diminishment of social skills and judgement
  Reduction of motivation, determination, and effort
  Increased likelihood of depression
  Reduction in the growth of new brain cells.
• Poor people usually move more often and the moves are typically not voluntary. This compounds other sources of stress by disrupting social interactions in the neighborhood and in school. In addition to stresses, poor children are half as likely to be taken to places like museums, theaters, or libraries, and they less likely to go on vacations or other enriching outings.
• Action Steps: A key action for teachers is to assess students so they can make a plan that is appropriate for each. The areas that Eric suggests for assessment are: attention and focus skills, short and long-term memory, sequencing and processing skills, problem-solving skills, perseverance, social skills, and hopefulness and self-esteem. (Doug: Assessment tools used by special education teachers should be considered for students who exhibit behaviors that imply they are subject to a stressful environment at home.)

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