[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594897-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594897-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","literature-review-promoting-successful-school-programming-for-students-living-in-poverty","Literature Review: Promoting Successful School Programming for Students Living in Poverty","","The paper highlights the need for effective educational programming for students living in poverty. Reviewed research emphasizes self-regulation and working memory as key factors in learning under chronic stress, and it underscores the role of relationships across classrooms, schools, and communities for academic and social-emotional growth. The review also examines academic programming that blends kinesthetic activities with social-emotional learning, then outlines the author’s future practice as a change agent.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/literature-review-promoting-successful-school-programming-for-students-living-in-poverty/594897/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/literature-review-promoting-successful-school-programming-for-students-living-in-poverty/594897.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the paper identify as essential for learning among students living in poverty?","Question",{"text":62,"@type":63},"It highlights the importance of self-regulation and working memory, especially under chronic stress that affects learning. It also stresses the value of relationships in supporting academic and social-emotional growth.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper define poverty in a Canadian context?",{"text":67,"@type":63},"It references Statistics Canada’s low income cut-off (LICO), noting that families are considered living in poverty when they spend 20% of income toward meeting basic needs. It also emphasizes that poverty definitions vary and are not captured by income alone.",{"name":69,"@type":60,"acceptedAnswer":70},"What classroom effects of poverty are discussed?",{"text":71,"@type":63},"The paper reviews potential impacts such as attention and concentration difficulties, recall problems, higher emotional reactivity, challenges with peer relationships, and stress-related barriers. 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The reviewed literature outlines research that stresses the importance of self-regulation and working memory in learning, particularly for students living in poverty. As well, the paper provides a review of the research regarding the value of building relationships within classrooms, schools, and communities in order to encourage academic and socialemotional growth for students. Within the paper, the promotion of academic programming that integrates kinesthetic activities and social-emotional learning is also examined. Finally, the discussion section provides a focus and direction for the author’s current and future practice as she aspires to be a change agent within her school for students who are experiencing poverty.  \nAs professionals, we are constantly searching for current research that focuses on enhancing student growth and creating positive learning environments for all of the students in our classrooms and our schools. The many insights that I have gained from my teaching experiences in grades 1 through 8 have left me with a passion to learn more about how all students learn, especially students who are living in poverty and dealing with chronic stress.  \nTo explore these issues, the following paper reviews my evolving learning experiences emanating from a study of current research and literature of the effects of poverty on the brain. I began my research by searching the keywords of “poverty” and “stress.” The articles that Iselected included research from American and Canadian studies; however, preference was given to quality journal articles that contained Canadian content. As I learned more in each research article, my searches expanded, building on topics from the previous studies that I wanted to learn more about. Within the reviewed research, I discovered studies that provided successful research-based initiatives that will assist me in implementing programs that increase student and parent engagement. In improving my understanding of the current research, I am striving toward my goal of continually enhancing student achievement for all of the learners in my classroom, while using an affirming approach.  \nThe following literature review provides an overview of current research on the effects of poverty on learning and the brain, including research examples that address the positive effect of developing and promoting relationships in order to assist students living in poverty, and strategies for promoting student growth by implementing effective programming. To conclude, I discuss how I will integrate this new knowledge within my professional role.  \nUnderstanding the Effects of Poverty on Learning and Teaching  \nFor educators, the implications of student stress that may be brought on by living in poverty can be noticeable in our classrooms. When thinking of the current statistics regarding child poverty in Manitoba, we must be aware, and have an understanding, of the experiences and challenges that many of our students deal with as they enter our classrooms. As recently reported by Campaign 2000, Manitoba’s current child poverty rate is 29%, which is the highest among the provinces and 10% above the national rate (Frankel & Lewycky, 2014) . This statistic reminds us to acknowledge that within our classrooms we will have students living in poverty who could be exhibiting signs of poverty-related stress. We must accept individual students as they come to us, and program accordingly for them from their areas of strength.  \nStatistics Canada uses a low income cut-off (LICO) measure to describe poverty. To be recognized as living in poverty in Canada, families must spend 20% of their income toward  \nmeeting their basic needs (D’Angiulli & Schibli, 2011, p. 1) . Having noted that, ","cbCaid0ZPlOb8Kuz","https://ap.wps.com/l/cbCaid0ZPlOb8Kuz","pdf",336977,"English","# Understanding the Effects of Poverty on Learning and Teaching\n## Poverty definitions and indicators (LICO)\n## Implications of student stress in classrooms\n# The Effects of Poverty in Schools\n## Neurological development and classroom behaviors\n## Teacher perspectives and support needs","[{\"question\":\"What does the paper identify as essential for learning among students living in poverty?\",\"answer\":\"It highlights the importance of self-regulation and working memory, especially under chronic stress that affects learning. It also stresses the value of relationships in supporting academic and social-emotional growth.\"},{\"question\":\"How does the paper define poverty in a Canadian context?\",\"answer\":\"It references Statistics Canada’s low income cut-off (LICO), noting that families are considered living in poverty when they spend 20% of income toward meeting basic needs. It also emphasizes that poverty definitions vary and are not captured by income alone.\"},{\"question\":\"What classroom effects of poverty are discussed?\",\"answer\":\"The paper reviews potential impacts such as attention and concentration difficulties, recall problems, higher emotional reactivity, challenges with peer relationships, and stress-related barriers. It also includes teacher and qualitative findings about students arriving at school hungry.\"}]","Literature Review: Promoting Successful School Programming for Students Living in Poverty | PDF",1792080050,23]