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Effects of Low Socio-Economic Status (SES) on Adolescent Learning…
Effects of Low Socio-Economic Status (SES) on Adolescent Learning
Ways teachers can minimise SES factors
Maintain a positive attitude towards all students and parents
Build strong positive relationships with students and parents (AITSL standards 1, 3 and 7)
Correct biased perceptions of low SES students, parents and educational values
Recognise the importance of literacy and numeracy in all subject areas
Maintain High Expectations for all students
Maximise student Engagement
Seven Engagement Factors strongly tied to Socioeconomic status (Jensen, 2013)
Stress Level
Relationships
Cognitive capacity
Mind-set
Health and Nutrition
Effort and Energy
Vocabulary
Socioeconomic factors that effect learning
Housing and Neighbourhood
Ethnicity
Parental Income
Parents' educational attainment
Health and Nutrition
Stress (acute leads to aggression, chronic leads to learned helplessness)
Melbourne Declaration
Goal 1: Australian schooling promotes equity and excellence
Improving educational outcomes for Indigenous youth and disadvantaged young Australians, especially those from low socioeconomic backgrounds.
Goal 2: All young Australians become - successful learners, confident and creative individuals, active and informed citizens.
https://coggle.it/diagram/WKwoE_XtdQABSN59
Socioeconomic Status can be defined as 'a person's overall social position - to which attainments in both the social and economic domain contribute' (Considine and Zappala, 2002)
Children from low SES families are more likely to exhibit:
lower higher education participation rates
lower school retention rates
higher levels of behavioural problems
lower levels of literacy and numeracy
greater negative attitudes towards school
less likely to study specialised Maths and Science