Abstract
Child poverty leads to many challenges at both societal and individual levels, and the two levels are interrelated. It is critical to recognize the complex implications of poverty, including short-term and long-term effects for children and families. After reviewing both the societal (e.g., economic costs, segregation, and unequal opportunity) and individual (e.g., effects on children’s health, development, learning, and academic achievement) implications of poverty, this paper will describe a framework for action that incorporates multiple existing approaches, and offer an example of one intervention that aims to address the challenges associated with economic inequality for children in the United States in a comprehensive, multifaceted manner.
Highlights
Child poverty is a significant problem in the United States
Rates of child poverty are higher in the United States than in other countries with equivalent resources (American Academy of Pediatrics 2016), and the numbers have risen steadily since the
Examples of solutions at the societal level involve tax policies and direct financial aid such as earned income tax credit, access to comprehensive healthcare provided by Medicaid and the Affordable Care Act, participation in early childhood education initiatives such as Head Start, and access to adequate nutrition support such as the Supplemental Nutrition Assistance Program (SNAP) or Women, Infants, and Children (WIC) program benefits (American Academy of Pediatrics 2016)
Summary
Child poverty is a significant problem in the United States. Children who experience poverty are at risk for a multitude of adverse developmental outcomes throughout the lifespan. Economic disparity, which has historically been deeply tied to race in the United States, is even greater for African American, Hispanic, and Native American children, who are three times more likely to experience poverty than their White and Asian counterparts (American Academy of Pediatrics 2016). In light of these staggering statistics, the challenge of educating and caring for low-income children can no longer be considered a “side issue” in our nation, and should instead be conceptualized as “the central mission of American public schools and, by extension, a central responsibility of the American public” In light of these staggering statistics, the challenge of educating and caring for low-income children can no longer be considered a “side issue” in our nation, and should instead be conceptualized as “the central mission of American public schools and, by extension, a central responsibility of the American public” (Tough 2016, p. 6)
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