In this insightful book, Reinking, a specialist in early childhood and multicultural education, and Bouley discuss how poverty impacts children in school. They assert that poverty is experienced by students who cannot afford to pay activity fees, have housing or food insecurities, and may have hygiene difficulties due to a lack of necessities, such as running water. Further, the authors cogently argue that children living in poverty suffer from trauma, which, when sustained, impairs their ability to learn because it affects brain development, cognitive ability, and behavior. Throughout the book, the authors emphasize that students living in poverty are best served when educators build positive relationships and safe school environments through intentional and culturally responsive teaching. They astutely offer resources and practical strategies for developing lesson plans essential to intentional teaching. The thought-provoking questions posed in each chapter challenge readers to rethink their understanding of poverty and how to work with students living under those circumstances. Although short in length, this study still manages to adequately cover the issue of poverty and its effects on students. This timely work is a must read for preservice teachers, in-service teachers, and school administrators. Highly recommended.
— Choice Reviews
The book fills a void in teacher education that has remained vacant for far too long. Teachers are not always aware of the impact that poverty has on their students because they are so focused on content and testing. The book did an excellent job of making educators aware of the many complexities that their students who live in poverty face. The most poignant part of the book for me focused on the idea of chronic toxic stress and how this will affect student achievement and development and is a key to impress upon educators. Additionally, I felt that this was a book for a veteran teacher more so than a teacher education student or novice teacher. There are so many variables discussed in the book that I could see a novice educator feeling either overwhelmed or guilted into despair. I feel that the goal was to make educators aware of the issues their students face, but it came off so strong that it may cause some to think that there will never be a solution.
— John Essington, Education Professor, Blackburn College
This book blends research, theory, and practical opportunities for educators to reflect on their own beliefs and practices when working with children and families that experience poverty. Reflection questions prompt readers to apply the knowledge and concepts to classroom experience. Concepts such as implicit bias, anti-bias curriculum, and culturally relevant and responsive pedagogy are explained based on current U.S. perspectives and global trends. Educators are encouraged to examine the cultural, social, and economic aspects of poverty and the impact of poverty on brain development, resilience, and academic achievement. Highly recommended for professionals across educational settings seeking to engage in inclusive practices and improve school climate.
— Jami L. Swindell, MS, Doctoral Candidate in Education Policy, Organization, and Leadership
Childhood poverty has been a stain on the United States for decades, and the anger, resentment, and problems it causes are bubbling up more now than ever before. Reinking and Bouley not only diagnose the problem, but also offer practical, evidence-based solutions. They show that we don’t have to settle with having so many children living in poverty in our country, feeling like strangers in their own communities. We can do better. Their book is required reading for anyone concerned about the direction our country is heading in.
— William Lugo, PhD, Professor of Sociology and Criminology, Department of Sociology, Anthropology, Criminology and Social Work, Eastern Connecticut State University
This text is a ground-breaking introduction to research and applications for welcoming and nurturing children from families living with the challenges of poverty. From diverse perspectives on poverty, the authors review research on mindsets, anti-bias, cultural relevant and responsive teaching, the implications of theories on poverty, homelessness, and poverty-induced trauma. They discuss strategies for reconceptualizing schooling to enhance positive school climates, eliminate economic shaming, support educators to avoid burnout, build strong connections with families and communities, and develop student-centered intentional teaching and learning. The text concludes with literature-based lesson plans aligned with PK-12 curriculum. A valuable text that will serve as a foundation for renewed conversations in equity in education and society.
— David L. Stoloff, PhD, Professor, Education Department, Eastern Connecticut State University