This is not to say there is not a problem with access that affects the
economically poorest learners, but the respondents here missed the reality that they were
using technology as practice — technologies that were free and shareable, came standard to most hardware purchases, or were widely purchased by school systems — replicating real - world experiences that crossed class lines.
The disproportionate distribution of extreme levels of stress in disadvantaged communities has been cited as a contributor to the persistence of
poor health outcomes for low - income populations.84 — 87 We
used focus groups with young adults who grew up in
economically distressed urban communities to capture these stressful experiences.