Second, to break the intergenerational cycle of poverty through raising
the attainment of poor children so that they will be better off as adults.
Not exact matches
While father absence has been associated with a host
of negative
children's outcomes, including increased risk
of dropping out
of school and lower educational
attainment,
poorer physical and mental health, and behavioural problems,36 - 40 higher levels
of involvement by nonresident fathers may assuage the negative effects
of father absence on
children's outcomes.41, 42 Quality
of the parents» relationship before divorce, or
of the pre-divorce father /
child relationship, can also be an important factor:
children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were
poor, 43,44 suggesting
children are sometimes better off without a father if the father's relationship to the
child or the mother was not good.
«The evidence is stacking up: the impact
of our Pupil Deprivation Grant has been transformational on the
attainment and life chances
of Wales»
poorest children.
If the single - parent family structure adversely affects
children's educational outcomes, then the difference in trends across income groups could possibly account for more
of the growing gap in educational
attainment between rich and
poor children than income inequality itself.
Intended to help schools address the
attainment gap amongst
children from low income families, some
of this funding could be used to address the digital divide and ensure pupils who have
poor home access are equipped with the resources they need.
Mark Woodruff, Executive
of The JJ Charitable Trust says: «Literacy is one
of The JJ Charitable Trust's main concerns and for years we have worked with charities to prevent and overcome
poor access to literacy that too often sees
children and young people fall prey to low educational
attainment, low employment chances and even homelessness and prison.
Pupil Premium Promise - Development
of the whole
child (Life Experience programme) Limited life experiences
of pupils from
poor socio - economic backgrounds has a direct link with lower
attainment.
Instead, the report recommends a ten - year programme
of social reform, which it believes should have the key objective
of narrowing the
attainment gap at GCSE between
poorer children and their better - off classmates by two - thirds.
Milburn highlighted that at the current rates
of progression it would take 30 years to halve the educational
attainment gap between
poorer children and their better - off classmates, and over 50 years before the gap in access to university is closed between the areas with the lowest and highest participation rates.
Malcolm Trobe, acting head
of the Association
of School and College Leaders, said: «It clearly shows that creating more selective schools will not raise overall educational standards in England and is likely to widen the
attainment gap between rich and
poor children.
A criticism
of the programme so far has been the omission
of any Opportunity Areas in the North East — a part
of Britain with
poor attainment and progress, particularly for the most disadvantaged
children, and sparse access to high quality schools.
«We expect schools to make good use
of this additional funding to introduce sustainable approaches to reduce the difference in levels
of attainment between the
poorest children in Wales and their peers.
Only about 46 percent
of children aged three through six in families below the federal poverty line are enrolled in center - based early childhood programming, compared to 72 percent
of children in families above the federal poverty line.1
Poor children are about 25 percent less likely to be ready for school at age five than children who are not poor.2 Once in school, these children lag behind their better - off peers in reading and math, are less likely to be enrolled in college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All of these issues compound one another to create a cycle of low opportunity: children in poverty are less likely to achieve high educational attainment, and low educational attainment leads to lower median weekly earnings and higher rates of unemploym
Poor children are about 25 percent less likely to be ready for school at age five than
children who are not
poor.2 Once in school, these children lag behind their better - off peers in reading and math, are less likely to be enrolled in college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All of these issues compound one another to create a cycle of low opportunity: children in poverty are less likely to achieve high educational attainment, and low educational attainment leads to lower median weekly earnings and higher rates of unemploym
poor.2 Once in school, these
children lag behind their better - off peers in reading and math, are less likely to be enrolled in college preparatory coursework, less likely to graduate, and over 10 percent more likely to require remediation if they attend a four - year post-secondary institution.3 All
of these issues compound one another to create a cycle
of low opportunity:
children in poverty are less likely to achieve high educational
attainment, and low educational
attainment leads to lower median weekly earnings and higher rates
of unemployment.
Although successive government reforms in the UK have driven up standards overall in the last 10 years, the gap between the
attainment of children from
poor and affluent homes has remained roughly the same, in some areas it has widened, and there is a long tail
of underachievement.
But by the end
of Key Stage 1 in 2017, the same cohort
of children showed the 9th smallest
attainment gap in the country, with 69 %
of poorer children achieving the expected level at KS1.
The clear social gradient associated with
children's vocabulary, emerging literacy, well - being and behaviour is evident from birth to school entry.1 These trajectories track into adolescence and correspond to
poorer educational
attainment, income and health across the life course.2 — 10 Neuroimaging research extends the evidence for these suboptimal trajectories, showing that
children raised in poverty from infancy are more likely to have delayed brain growth with smaller volumetric size
of the regions particularly responsible for executive functioning and language.11 This evidence supports the need for further effort to redress inequities that arise from the impact
of adversity during the potential developmental window
of opportunity in early childhood.
Our findings add insight into the pathways linking early childhood adversity to
poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection
of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with
poor foundational skills, such as language and literacy, that predispose individuals to low educational
attainment and adult literacy, both
of which are related to
poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with
children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.
For example, adults who experience parental divorce as a
child have lower socioeconomic
attainment, an increased risk
of having a nonmarital birth, weaker bonds with parents, lower psychological well - being,
poorer marital quality, and an elevated risk
of seeing their own marriage end in divorce.7 Overall, the evidence is consistent that parental divorce during childhood is linked with a wide range
of problems in adulthood.
Children living in poverty have lower scores on standardized tests of academic achievement, poorer grades in school, and lower educational attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achi
Children living in poverty have lower scores on standardized tests
of academic achievement,
poorer grades in school, and lower educational
attainment.2, 3 These patterns persist into adulthood, ultimately contributing to low wages and income.4, 5 Moreover, increased exposure to poverty in childhood is tied to greater deficits in these domains.6, 7 Despite numerous studies demonstrating the relationship between family resources and
children's educational outcomes, little is known about mechanisms underlying the influence of poverty on children's learning and achi
children's educational outcomes, little is known about mechanisms underlying the influence
of poverty on
children's learning and achi
children's learning and achievement.
The first 5 years
of life are critical for the development
of language and cognitive skills.1 By kindergarten entry, steep social gradients in reading and math ability, with successively
poorer outcomes for
children in families
of lower social class, are already apparent.2 — 4 Early cognitive ability is, in turn, predictive
of later school performance, educational
attainment, and health in adulthood5 — 7 and may serve as a marker for the quality
of early brain development and a mechanism for the transmission
of future health inequalities.8 Early life represents a time period
of most equality and yet, beginning with in utero conditions and extending through early childhood, a wide range
of socially stratified risk and protective factors may begin to place
children on different trajectories
of cognitive development.9, 10
Other studies uncovered in WAVE's research programme have shown early
child maltreatment contributes to
poor educational
attainment, reduced career prospects, lack
of wealth generation, antisocial behaviour and violence.
During the prenatal and infant periods, families have been identified on the basis
of socioeconomic risk (parental education, income, age8, 11) and / or other family (e.g. maternal depression) or
child (e.g. prematurity and low birth weight12) risks; whereas with preschoolers a greater emphasis has been placed on the presence
of child disruptive behaviour, delays in language / cognitive impairment and / or more pervasive developmental delays.6 With an increased emphasis on families from lower socioeconomic strata, who typically face multiple types
of adversity (e.g. low parental educational
attainment and work skills,
poor housing, low social support, dangerous neighbourhoods), many parenting programs have incorporated components that provide support for parents» self - care (e.g. depression, birth - control planning), marital functioning and / or economic self - sufficiency (e.g. improving educational, occupational and housing resources).8, 13,14 This trend to broaden the scope
of «parenting» programs mirrors recent findings on early predictors
of low - income
children's social and emotional skills.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized att
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control
of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles
of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years,
poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings
of dissociative behaviour and internalizing symptoms in middle childhood, high levels
of teacher - rated social and behavioural difficulties in class, low mathematics
attainment, and impaired formal operational skills.3 They may show high levels
of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups
of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized att
children with clinical problems and those who are victims
of maltreatment.1, 2,3 A majority
of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized att
children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
While father absence has been associated with a host
of negative
children's outcomes, including increased risk
of dropping out
of school and lower educational
attainment,
poorer physical and mental health, and behavioural problems,36 - 40 higher levels
of involvement by nonresident fathers may assuage the negative effects
of father absence on
children's outcomes.41, 42 Quality
of the parents» relationship before divorce, or
of the pre-divorce father /
child relationship, can also be an important factor:
children fare worse following divorce when pre-divorce relationships were good and fare better when pre-divorce relationships were
poor, 43,44 suggesting
children are sometimes better off without a father if the father's relationship to the
child or the mother was not good.