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Disrupting links between poverty, chronic stress, and educational inequality.

ABSTRACT: The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the Covid-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to early life stress, alter neurobiology, and lead to educational inequities, and (2) based on this research, highlight policies and practices at the school/classroom level and broader structural level that have the potential to address the problem of inequity in our educational systems. We emphasize that educational inequity is a systemic issue, and its resolution will require coordination of local, state, and national policies.

SUBMITTER: Harms MB

PROVIDER: S-EPMC10662171 | biostudies-literature | 2023 Nov

REPOSITORIES: biostudies-literature

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Disrupting links between poverty, chronic stress, and educational inequality.

Harms Madeline B MB Garrett-Ruffin Sherona D SD

NPJ science of learning 20231120 1

The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the Covid-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to earl ...[more]

PMID: 37985671

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