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EDFD- Assessment 1
Definition of the issue
The issue that has been selected for this report is socioeconomic status
(SES). This can be identified by Mac Naughton & Hughes (2011) as a
synonym of class or social class. Evans and Wachs (2010) extends this
idea, explaining that SES is commonly conceptualized as the social
standing of an individual or group. It is often measured as a combination
of education, income and occupation. As a result of the examination of a
families SES it often reveals inequities in access to resources, plus issues
related to privilege, power and control (Evans & Wachs, 2010). Sometimes
when a family or individual falls under the low SES status they can be
placed in a lower class which is poverty. Poverty is often associated with ill
health and vulnerability in terms of support networks in times of crisis
(Groundwater-Smith, Ewing, & Le Cornu, 2011). Poverty is based on an
index of per capita household disposable income (Ashman & Elkins, 2012).
These classes are resulted because of the inequities in income and
occupation which again in turn promotes issues in everyday life for the
individual or families. Bronfenbrenner outlines that a childs ecology is
related to the relationship between the people surrounding them and their
environment, which in turn reflects that low SES has an effect on each
individual (Gray and MacBlain, 2012).

Possible effects on learning and achievement

Socioeconomic status has a major effect on education in many different
forms. Although family/community and school environments are very
different, the lack of resources is interrelated between the two. The effects
on learning go far more then that and begin to intrude into the individuals
achievement at school. Every individual learning at school and gaining an
education is constructed differently by different community groups
(Groundwater-Smit, Ewing, & Le Cornu, 2011). Bolton (2014) also
suggested that a low level of SES indicates a child is less likely to meet
positive outcomes whereas, the wealthier a childs family is the better the
outcomes for that child. Furthermore, education is not simply the giving
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and receiving of systematic instruction but is also part of the socialization.

As a result, the social constraints that an individual may receive from their
home environment may begin to be an issue within the school
environment and the socialization within the school community. Social
constraints begin well before the individual starts their schooling this is
caused by the family having the earliest effect on the childs growth and
development (Ashman & Elkins, 2012). These influences extend beyond
the physical nurturing of the offspring to the emotional and intellectual
domains. When looking at SES even though it may effect the physical
environment often the effect it has on the individuals is more emotional
and intellectual stress. For families living on a very meagre income might
be inconvenient it is also an unbearable burden (Ashman & Elkins, 2012).
Ashman & Elkins (2012) furthers this idea that families influence the child
before commencing their education is often classed as moderate by
contact and with others outside the family. It can also be identified that
when a family is living within poverty or a low SES status the children
have a higher incidence of health problems, intellectual disorders,
emotional disorder/disturbance and behavioral disorders (Ready, 2010).
Learning behaviors are established very early in life. The environment in
which the individual lives at facilitates or limits exposure to learning
events and experiences, which in turn is due to the lack of resources
(Ashman & Elkins, 2012). I have seen myself and discussed with a peer
that children that are from disadvantaged homes, do sometimes have a
level of behavioral issues, this could be lack of concentrating within a
lesson to being disruptive within the classroom (E. Byrne, personal
communication, March 11, 2016). Hendley (2007) also suggests that
using positive behavior support like interventions, tend to try and
subsisted challenging behavior and enhancing the quality of life for the
child. From this we can see that families are the originating source for an
individuals education. As a result, it is understood that the families and
communitys environment will impact on the start of the individuals
education.
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When looking in more depth the effect low SES has on learning and
achievement outlines a number of issue that are experienced within the
classroom. Often parents who are from a low SES household are not
always intimately involved in their childrens formal education (Ashman &
Elkins, 2012). As a result, the teacher may have issues contacting parents
in regards to certain aspects of their childs education and also the child
may withdraw from full involvement in the class. This is also reflected
within the home environment as children will not get the necessary
support required from their parents. It can also be outlined that often
when children feel different in the social situation it may lead to direct or
indirect complications with education (Ashman & Elkins, 2012). As
classrooms within this century have a diverse range of students it is
essential for the teacher to take into consideration all aspects of their
students, so that the classroom is diverse and all students feel respected
and comfortable to learn.
Groundwater- Smith, Ewing & Le Cornu (2011) outline that children of poor
or economically disadvantage families are the most vulnerable in terms of
education attainment. Furthermore, students are less likely to experience
success at school when compared them with more advantaged peers
(Groundwater-Smith, Ewing & Le Cornu, 2011). This is caused by students
not concentrating on their education and withdrawing from class activities
due to behavioral issues that are closely promoted and associated with
issues related to their home life. Baker & Wiseman (2009) also emphasis
that learning problems that results from social and economic
disadvantages are referred to as low achievement and are believed to
represent a discrepancy between age and achievement. This is caused by
the child not gaining any educational material from home and also getting
very little help from their surrounding community. This results in the
individual being stuck in a rut and consequently the individual not caring
about their education. Often teachers will shunt children who have a low
SES background off on the special education track when its unnecessary
but also harmful for the child (Baker & Wiseman, pg. 17, 2009). Students
whose families are poor often dont have the resources to attend school
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excursion or buy the appropriate uniform which in turn they miss out on
educational benefits (Groundwater- Smith, Ewing & Le Cornu, 2011). The
social, emotional and intellectual issues are often short term or long term,
however when looking at low SES it is often a long term effect on the
individual as there is no motivation within their family environment to try
and change the circumstances.

Implications for schools and teaching

Low SES has major implications for schools and the teacher teaching
within the classroom. One of the most important aspects for the teacher is
identifying early into the year the issue that may be troubling the
individual, which in turn will help their learning and development
(Groundwater-Smith, Ewing & Le Cornu, 2011). It is also essential that
principles and teachers play an advocating role by working with the
individual, family and community. Ashman & Elkins (2012) also promotes
the importance of the learning involving a partnership between the
learner and others involved in the teaching of the child. Mac Naughton &
Hughes (2011) also emphasis the importance of partnerships so there is a
connection for the child at home as well as within their school community.
Furthermore, often there are extensive programs put in place so that the
child can still meet their full potential and participate in everyday school
activities (Groundwater- Smith, Ewing & Le Cornu, 2011).
Baker and Wiseman (2009) outline two important implications that schools
and teachers need to adopt into the classroom to cater for low SES
students. Firstly, they recognise that the home environment is critical in
the development of the child, especially when you think about how much
time the child spends at home opposed to the school environment. As a
result, some teachers recognise the source of the problematic classroom
behavior because they are getting neglected or very little assistance at
home, which in turn they can promote tutorial help (Baker & Wiseman,
2009). On the other hand, sometimes if teachers can see that the student
is struggling in the regular classroom, they often refer them to a special
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educational program which is understandable but cant just be the answer

(Baker & Wiseman, 2009).
Although the ideas above have provided some ideas that teachers use in
the classroom, Baker and Wiseman (2009) encourage different steps and
stages that teachers need to go through to assist students who come from
a low SES background. Building positive relationships with students and
their families is an essential stage when implicating steps within the
classroom. When children have strong relationships with their teacher it
enhances their self- confidence, eagerness to learn and their attitude
towards school (Baker & Wiseman, 2009). Although the relationships
require real attention and effort to develop they are key to successful
learning and development. The next stage that teachers need to develop
and go through is integrating learning experiences. By understanding
background knowledge that the students bring into the classroom is can
be developed into a schema that formulates new information being
presented.

Another step that is important is parent involvement, Baker and Wiseman

(2009) promote that students benefit from having their parents actively
involved in their education. Barbara Rogoff also outlines that children
learn through the assistance of experienced members of the community
(S. Robinson, personal communication, March 15, 2016). For children from
low SES homes, parent involvement can be the single most important
factor in fostering cognitive and emotional resilience within the classroom
(Baker & Wiseman, 2009). The early connection between home and school
promotes success on several levels for the student who is disadvantaged.
The last important step is home- based involvement, parents who are
involved in their childs education at home will help them with homework
and create a quiet place for their child to study (Baker & Wiseman, 2009).
Parent involvement has a greater impact on academic success than school
based involvement. There are many steps and stages that teachers can
adopt to implicate for greater learning for an individual. By a teacher
adopting these approaches the individual is likely to have more success
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inside the classroom as well as within their community. Finally, experience

is an essential prerequisite for success because it is the primary source of
the individuals storehouse of knowledge (Ashwin & Elkins, 2012).

Summary
Low SES has a major affect on education which can be understood
throughout this report. It can also be identified that the key to success for
a child from a low SES home is the partnership between parents, teachers
and individuals. It can also be understood that when the teacher
understands the effect the situation has on the child, they can aim to try
and assistant them within the classroom and into the wider community.

References

Ashman, A. & Elkins, J. (eds). (2012). Education for inclusion and diversity
(4th ed.). Frenchs Forest, NSW: Pearson Australia.
Baker, D, & Wiseman, A. (2009). Gender, Equality and Education from
International and Comparative Perspectives (International Perspectives on
Education and Society, 10). Bradford: Emerald Group Publishing Limited.
Bolton, J. (2014). The effect of neighborhood socioeconomic status on
education and health outcomes for children living in social housing.
American Journal of Public Health, 104(11), 2103-13
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Evans, E., & Wachs, T. (2010). Chaos and its influence on childrens
development. Washington DC: American Psychological Association.
Gray, C. & MacBlain S. (2012). Learning theories in childhood (1st ed.).
London: Sage.
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching:
Challenges and dilemmas (4th ed.). South Melbourne, Victoria: Cengage
Learning.
Hendley, S. (2007). Use positive behavior support for inclusion in the
general education classroom. Sage Journals, 42(4), 225-228. doi:
10.1177/10534512070420040601
Mac Naughton, G., & Hughes, P. (2011). Parents and professionals in early
childhood settings. South Melbourne: Cengage Learning Australia Pty
Limited.
Ready, D. (2010). Socioeconomic Disadvantage, School Attendance, and
Early Cognitive Development: The Differential Effects of School
Exposure. Sociology of Education, 83(4), 271-286. doi:
10.1177/0038040710383520