Abstract
The purpose of this research is to shed light on the educational disparities that exist within the US regarding socioeconomic status (SES). An in-depth interview was performed with a teacher who teaches in a majority high SES school setting and compared with an interview with a teacher who teaches in a majority low SES school setting. Combining literature and narratives, I provide an overview of the pertinent issues related to SES and schools and urge continued research on this topic. Results found three distinct areas of difference: availability of resources, emotional and behavioural health, and COVID-19 response. Educational experiences should not have to vary based on socioeconomic status, and as we strive for equitable education, we ought to continue research such as this.
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