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How to Create an Effective Thesis Statement in 5 Easy Steps

Creating a thesis statement can be a daunting task. It’s one of the most important sentences in your paper, and it needs to be done right. But don’t worry — with these five easy steps, you’ll be able to create an effective thesis statement in no time.

Step 1: Brainstorm Ideas

The first step is to brainstorm ideas for your paper. Think about what you want to say and write down any ideas that come to mind. This will help you narrow down your focus and make it easier to create your thesis statement.

Step 2: Research Your Topic

Once you have some ideas, it’s time to do some research on your topic. Look for sources that support your ideas and provide evidence for the points you want to make. This will help you refine your argument and make it more convincing.

Step 3: Formulate Your Argument

Now that you have done some research, it’s time to formulate your argument. Take the points you want to make and put them into one or two sentences that clearly state what your paper is about. This will be the basis of your thesis statement.

Step 4: Refine Your Thesis Statement

Once you have formulated your argument, it’s time to refine your thesis statement. Make sure that it is clear, concise, and specific. It should also be arguable so that readers can disagree with it if they choose.

Step 5: Test Your Thesis Statement

The last step is to test your thesis statement. Does it accurately reflect the points you want to make? Is it clear and concise? Does it make an arguable point? If not, go back and refine it until it meets all of these criteria.

Creating an effective thesis statement doesn’t have to be a daunting task. With these five easy steps, you can create a strong thesis statement in no time at all.

This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.


thesis about childhood poverty

The Problem of Childhood Poverty Essay


Among the significant concerns of the global healthcare is battling poverty. A tremendous amount of wealth has been generated in the last several centuries, but the issue of poverty has gotten even worse. In this context, children are the most vulnerable group of population because they experience deprivation differently. Also, the impact poverty has on children is much more substantial than the influence it has on adults. Poverty adversely impacts the physical and psychological well-being of children, depreciates their intellectual abilities and limits their social activity. There are many reasons why childhood poverty is prevalent and widespread both globally and in Newcastle.

Unequal income distribution, adult poverty, government policies that exclude children and premature pregnancy are some of the items from the long list of childhood poverty causes. Even developed nations struggle with this socio-economic challenge and there is no simple solution to this problem because the issue encompasses many aspects of human life. It is possible to reduce childhood poverty only by taking a holistic approach. Discrimination should be reduced, education should be affordable for all children and employment opportunities should not be based on the racial or economic background.

Childhood Poverty Indicators and Measurement

Before discussing the causes and effects of childhood poverty, it is reasonable to formally define what childhood poverty is. There have been many approaches to measuring childhood poverty and most of the methods rely on the metrics from a single dimension (Abdu and Delamonica, 2018).

For instance, the most common way scientists and politicians make estimates is by drawing a poverty line. A monetary threshold is used as a basis – those households that earn below the threshold are considered to live below the poverty line (Hannum, Liu and Alvarado-Urbina, 2017). However, many scientists believe that relying on a unidimensional approach is not sufficient (Abdu and Delamonica, 2018). Surveys that collect data about poverty should be based on multiple aspects of life.

A monetary threshold is primarily used for measuring adult poverty. However, children’s experiences are different from those of adults; thus, childhood poverty measurement needs a separate methodology. One of the reasons why it is important is that government policies that are aimed at reducing poverty may neglect the needs of children (Abdu and Delamonica, 2018). Children are not concerned with the amount of financial income their household has but are affected by accessibility to food, health services, shelter and education (Abdu and Delamonica, 2018).

As Abdu and Dellamonica suggest (2018, p. 16), “these dimensions is a right to which children are entitled, as established in the Convention of the Rights of the Child.” Therefore, when constructing an index for the measurement of child poverty, all dimensions should be given equal weight.

Another point worth considering is the quality of surveys that are used to collect data. Some researchers believe that current questionnaires contain items that poor and uneducated children may not be able to answer correctly (Hannum, Liu and Alvarado-Urbina, 2017). For instance, questions about the socioeconomic status of the family should not be given to children because illiterate young people are unlikely to provide accurate responses. Instead, surveys should ask about aspects that are directly related to children, such as access to food and educational resources (Hannum, Liu and Alvarado-Urbina, 2017). Otherwise, it will not be possible to obtain a clear picture of childhood poverty prevalence.

Geography of Childhood Poverty

Despite tremendous economic developments and technological achievements, many children are deprived of basic necessities. According to statistics, 663 million children worldwide live in poverty ( Child poverty, 2020, para. 6). Of those, 385 million children are forced to survive for less than 1.90 dollars a day, a threshold set by the World Bank ( Child poverty, 2020, para. 6). The more frightening fact is that 19,000 children worldwide die because of poverty-related causes every day (Hayes et al. , 2017).

Experiences vary across nations because childhood poverty is different in developing countries compared to developed states. However, it should be noted that childhood poverty is a global challenge and affects both low-income countries and nations with high GDP per capita. For instance, child poverty is a considerable challenge even in the United States and Europe. In the United Kingdom, the highest deprivation rates are observed in inner London and the North East ( Child poverty in the North East , 2020). Newcastle is the constituency with the highest childhood poverty rates in the North East.

The notion of poverty is primarily associated with the countries of Africa, where access to clean water and education is negligent. While partly true, this perception of poverty is not full. Large cities like New York and London also have areas where child poverty is prevalent. In fact, as suggested by Allard and Allard (2017, p. 4), “places in need can be found everywhere.” In developed countries, child poverty is widespread in metropolitan areas (Allard and Allard, 2017).

In the UK, 4.2 million children are either poor or in need of basic necessities ( Facts and figures , 2020). Since 2010, an increase of 600 thousand children living in poverty has been observed, which is a clear indicator of the inefficacy of national policies that are set to reduce the childhood poverty rates ( Facts and figures , 2020). In Newcastle upon Tyne, more than 26 thousand children are living below the poverty line ( Facts and figures , 2020). The number may seem low, but it is almost 40% of all children that live in the area. The poverty rates in large cities and their suburbs have been increasing despite economic and healthcare advancements.

Adult Poverty and Unemployment

Childhood poverty is strongly associated with adult poverty because it is often parents’ responsibility to provide for their children. One of the primary reasons why adults cannot offer their families the necessary finances is unemployment. For instance, it has been discovered that unemployment and area poverty rates are significant determinants of homelessness (Hanratty, 2017, p. 653). In turn, children are significantly affected – they are deprived of shelter, food and other necessities. Unemployment is a critical issue because its consequences include loss of income, which can be considered a basic necessity for existing in a market economy (Renahy et al. , 2018, p. 269).

Insufficiency of funds, in turn, is associated with adverse health outcomes – poverty is a principal social determinant of health (Renahy et al. , 2018, p. 270). Moreover, every fourth child experiences emotional abuse and physical neglect because of adult economic struggles (Bunting et al. , 2018, p. 121). Therefore, it is almost impossible to reduce child poverty rates without decreasing unemployment and providing families with a means to support themselves.

Government interventions should be explicitly addressed to households living in poverty. Otherwise, development expenditure may increase inequality despite lowering unemployment rates (Anwar, Amir and Amin, 2018, p. 42). Providing individuals with unemployment insurance was also found as an effective measure. However, it should be noted that providing people in need with unemployment insurance does not resolve the issue of the psychosocial need for employment (Renahy et al. , 2018, p. 273). It is critical to remember that child poverty is concerned not only with the adult economic situation, but the children’s access to education, social environment and emotional support.

Ineffective Government Policies

Many countries across the globe spent enormous amounts of money in an effort to reduce poverty. For instance, the United States federal government has spent 26 trillion dollars since 1965 to reduce the poverty rates with no apparent success (Tanner, 2019, p. 1). It is reasonable to conclude that government policies are ineffective and even cause poverty. However, there are those who claim that adult poverty is a mistake of adults themselves. Some believe that making bad choices is the ultimate reason why people become poor (Tanner, 2019, p. 2). While partly true, it is critical to examine what factors lead to making bad choices.

A widespread belief is that the chance of becoming poor becomes slim when one goes to school, receives a quality education and gets a job; however, individual experiences in various regions are different. It is not possible to acquire knowledge, even when one goes to school and this educational institution does not meet the standards. Therefore, the government needs to take a more holistic approach to battle poverty. For instance, the educational system should be revised to become more inclusive to all children. Housing should become more affordable not by increasing subsidies but by decreasing costs (Tanner, 2019, p. 5). The list of issues that affect the child poverty rates and poverty, in general, is long and each of them requires government attention.

Lack of Education

Education is necessary for the 21st century for a variety of reasons. Even if an unemployed person receives monthly financial assistance, essential literacy skills are needed to be able to manage that money properly (Curtis, 2018). Therefore, the lack of education in adults is a significant factor that contributes to child poverty. When a person lacks knowledge, it is inevitable that he or she is deficient in dimensions other than finances (Curtis, 2018).

Furthermore, lacking essential language and numeracy skills is a determinant of what a person will achieve in terms of work. Without knowing how to read, one will be deprived of opportunities for acquiring a new skill set and getting a high-paid job. The political rights of such people will also be violated because they will have no education and skills to protect them, or even recognize that they are being violated.

Lack of education can have a significant impact not only on the present well-being and situation of children but also their future. For instance, illiterate people are often not aware of education opportunities and about the benefits, knowledge can bring. Therefore, illiterate parents often do not encourage their kids to go to school. They may not even have any means for sending their children to school because of financial hardships.

The association between education and poverty can be demonstrated by seeing how developing literacy skills among the poor affects their lives. According to Eryong and Xiuping (2018, p. 1101), public policies aimed at providing deprived groups with education opportunities positively affected the poverty rates in China. Therefore, education should be considered both when designing poverty indexes and when developing intervention policies.

Disabilities and Lack of Social Services

A person does not choose how he or she wants to be born. However, the characteristics people are born with significantly affect the quality of life they will have. Individuals with disabilities are more likely to live in poverty in the future than people with no physical and intellectual deficiencies. When one of the parents is intellectually or physically disabled, a responsibility to care and provide for the family lies on the other parent.

The likelihood of children experiencing poverty and neglect is higher in such families. A scientific study conducted in South Korea examined the effects of one of the family members being disabled on income patterns. The results are not positive – 66.7% of households did not showcase any changes in income distribution and more than 80% stayed in the low-income group (Park, Nam and Park, 2017, p. 108). In summary, the presence of disability significantly impacts the financial capabilities of a family.

Governments of many countries set sustainability goals so that all population groups benefit from the achievements in science, technology and economics. However, individuals with disabilities are at risk of being left behind because the majority of current efforts are not inclusive. For instance, the United Nations’ Sustainability Development Goals (SDG) are set to end poverty in the world by 2030. As shown by Banks et al. (2020, p. 1), disabled people will unlikely benefit from the UN initiatives because the majority of SDG domains do not account for the disabled. Therefore, changes are needed to SDG so that people with physical and intellectual impairments do not struggle in poverty.


Equality is essential to ensure all children receive a quality education and acquire well-paid jobs. Unfortunately, discrimination is present even in contemporary society that is considered civilized and developed. Children that face prejudice and segregation at school are more likely to develop psychological issues that will affect their lives in the future (McManus, 2017). For instance, one of the reasons why crime rates are higher in African American communities is because, as children, they are faced with violence and discrimination (McManus, 2017).

They are deprived of equal opportunities to receive education and develop bad habits that negatively impact their lives when they grow up (McManus, 2017). Also, some employers may not favor colored workers and deny them a job. Scientific evidence suggests that discrimination leads to economic disparities. In turn, inequalities in terms of economic opportunities lead to increasing poverty rates in marginalized communities.

One of the long-lasting debates has been the topic of equal pay between women and men. However, even today, men receive more salaries than women in the same jobs (Milli et al. , 2017, p. 1). Some claim that men are capable of accomplishing more tasks and thus, should be paid more (Milli et al. , 2017, p. 2). However, such suggestions are not empirical and have no sound base. When there is only a mother that is providing for her family, her children will be deprived of many opportunities because their mother receives less financial compensation only because she is a woman (Milli et al. , 2017, p. 5). Such disparities should be eliminated if society wants to battle child poverty holistically.

Deindustrialisation and Globalisation

Deindustrialization is the process of removing the industrial capacity of a region or a country. In other words, when the number of factories and other manufacturing facilities decreases, it is said that the deindustrialization process is going on. As a result, the number of well-paid jobs for low-skilled workers declines, negatively impacting the financial well-being of communities and households (Bernard, Smeets and Warzynski, 2017).

When a father loses his job because a local factory shuts down, he has to move elsewhere where his skills are demanded. Otherwise, his family may face poverty because of his inability to find a job. Therefore, the deindustrialization of a region results in a portion of the population becoming financially unsustainable (Bernard, Smeets and Warzynski, 2017). Children living in deindustrialized areas are vulnerable because, with the shutdown of manufacturing capacities, other forms of capital also wander away.

Globalization, despite many economic benefits for corporations and nations as a whole, has a deteriorating effect on households. When the salary for a low-skilled workforce is much cheaper in other countries, investments will go there in order to save money (Bourguignon, 2017). However, the local population will struggle because their skills will no longer be demanded (Bourguignon, 2017). For instance, many electronics manufacturers place their factories in China and other Asian countries because of cheap labor. While it is beneficial for companies, the poverty rates may rise in communities deprived of an opportunity to work in companies’ factories.

Labour Market Segmentation

Labor market segmentation has a significant impact on wealth distribution. The primary principle of such division is that a low-skilled workforce earns much less income than those who are considered white-collar and blue-collar employees (Jenkins, 2018).

In this scenario, poor people will have much fewer opportunities to achieve financial success than established individuals. Children, in this context, are the most vulnerable, because being born into a low-income family immediately deprives them of opportunities. Some scientists suggest that such inequalities also increase the social distance between the middle class and the poor (Jenkins, 2018). Socially neglected children are more likely to engage in criminal activities and end up in jails. Therefore, when considering policies for wealth redistribution, children should be a primary concern.

Individuals should be able to compete for well-paid jobs equally. However, labor market segmentation limits this capability in order to save costs and keep wages at a low level. A person will not demand higher pay if he or she does not have other options and ways for development. Therefore, when addressing the issue of poverty, labor law should also be assessed to identify any deficiencies that pose as a hindrance to people willing to get better jobs. Labor market segmentation is also one of the reasons why poverty is experienced differently in various nations. Because markets are segmented differently across countries, compensation and work-life balance levels vary between states and economies.

Teen Pregnancy and Decline of Nuclear Families

Common sense suggests that it is easier for two parents to feed one baby. However, with the decline of nuclear families, in other words, families consisting of both parents, children are becoming more vulnerable to facing poverty and social neglect (Stanhope and Lancaster, 2017).

One of the leading reasons why the number of nuclear families is diminishing is teen pregnancy. Despite the progress in reducing the number of unplanned pregnancies in youth, the number stays high and impacts the poverty rates (Stanhope and Lancaster, 2017). Scientific evidence shows that unplanned children are more likely to be emotionally neglected, be deprived of education and other necessities (Stanhope and Lancaster, 2017). The association works the other way around as well – the primary determinant of teen pregnancy is poverty. The reason is that poor teens are not aware of the consequences of premature pregnancy or cannot afford means for preservation.

Scientists suggest that preventing teen pregnancy can help reduce poverty rates. To address the issue, however, there should be a more thorough understanding of the causes of premature pregnancy (Garwood et al ., 2015, p. 160). Some of the determinants are race and whether or not the teen was maltreated during childhood (Garwood et al ., 2015, p. 162). These items reinforce the claim that discrimination has a significant impact on the well-being of children. Because poverty also leads to emotional neglect, children living in poor households are often maltreated and in turn, get pregnant early.

Toxic Stress

Child poverty is accompanied by emotional struggles and these challenges may result in changes in stress hormones. Several empirical studies have been conducted and the results suggest that child poverty often leads to toxic stress (Francis et al. , 2018). This type of stress is primarily caused by continuous adverse experiences (Pascoe et al. , 2016). The human body’s reaction to short external influences is different (Pascoe et al. , 2016). However, experiences that last throughout childhood significantly deteriorate the condition of stress hormones in the human body.

Delayed Growth and Development

Poverty predetermines how well a child will develop and its impact is seen from early infancy. For instance, children living in low-income families demonstrate delayed language development, significantly deteriorating the school-readiness (Wise, 2016). This outcome may be the result of the absence of books parents could have read aloud if they had them. Also, children in poverty are more likely to be of short stature (Wise, 2016). Therefore, it can be concluded that there are also physiological effects of poverty.

Infant Mortality

High child mortality rates have been a national concern in developing countries for more than a century. Children in impoverished communities are more likely to die because of malnutrition and the absence of adequate physical conditions before they reach the age of one (Chaudry and Wimer, 2016). Because of limited access to healthcare, children from low-income families have a higher chance of death caused by a non-severe disease. The absence of sanitation also contributes to adverse health outcomes of children at a young age.

Premature Pregnancy

Deprived of education and information, girls that grow up in poverty are more likely to face premature pregnancy. Teen pregnancy significantly increases the chances of living below the poverty line in the future (Wickham et al ., 2016). The reason is that a young mother will have to work to feed her baby instead of getting a university degree and obtaining a well-paid job. Also, teens that lived in poverty are more likely to give birth to children with low birth weight (Wickham et al ., 2016). In turn, low birth weight increases the possibility of premature death.

Poor Academic Progress

Children living in impoverishment often fail at school, both primary and secondary. This outcome is mainly caused by parental involvement in school and at home. When a child is neglected, there is a higher chance that the child will lack motivation and will perform much worse than classmates. Also, brain development in children in poverty is different – as stated before, children from low-income families develop language skills later (Johnson, Riis and Noble, 2016). This factor also adversely affects how a child does in school.

Problems with Mental Health

Constant emotional neglect, absence of appropriate shelter and food and maltreatment are associated with depression and other psychological disorders. Children in poverty are more likely to have behavioral problems and issues with the law when they grow up (Chamberlain et al. , 2016). Scientific evidence shows that there are more criminals that come from low-income families (Chamberlain et al. , 2016). Poor children are more likely to develop attention-deficit/hyperactivity disorder and other mental impairments (Jensen, Berens and Nelson 3rd, 2017). Parental depression is widespread in low-income families and it adversely impacts children.

Chronic Illnesses and Habits

Child poverty also contributes to the development of bad habits and chronic conditions. For instance, poor children are more likely to start smoking tobacco products at a young age. This condition increases the likelihood of being diagnosed with cardiovascular disease in the future (Chamberlain et al. , 2016). Asthma and unfavorable overall health conditions are often a result of child poverty (Chamberlain et al. , 2016). More nurses and health professionals should receive appropriate training to be able to help children living in poverty.

Potential Solutions

Increasing household income.

Although childhood poverty encompasses multiple dimensions, the financial sustainability of a family is one of the most significant factors affecting child well-being. When a family has enough funds, it can provide children with clothing, access to healthcare, school supplies, books, food and shelter. Therefore, increasing the household income should be a primary goal of any government that wants to reduce the poverty rates within its borders. Income can be increased by setting a higher minimum wage, creating more jobs and providing low-skill individuals with retraining opportunities so they can go to the labor market with increased chances of getting a job.

Nuclear Families

It has been discovered that nuclear families are more favorable for children. Therefore, governments should work on reducing the decline in nuclear families and increasing their number. One of the possible interventions is improving parental relationships. The goal can be accomplished by providing counseling for low-income families and enforcing policies that allow male workers to take parental leave when their wives give birth. These measures will enable parents to support healthy relationships and contribute to the positive development of their children. If divorce is inevitable, laws should not limit fathers from caring for their children.

Active Role of Nurses

Because childhood poverty primarily results in health challenges, nurses and other healthcare workers play a significant function in alleviating the impact of deprivation. Nurses should inform families about the importance of nutrition and what products are necessary to keep a child healthy. Nurses should take the role of social workers and raise awareness about the health implications of childhood poverty and teen pregnancy. Also, as social workers, nurses should inform families about government programs and opportunities for lessening the burden of deprivation.

Mitigation of Adverse Health Outcomes

Health implications of childhood poverty are well-known and the goal of global healthcare is to solve challenges caused by deprivation. As the number of children living in poverty grows every year, healthcare systems should be ready for assisting individuals that grew up in unfavorable economic and social conditions. More investments should be made in relief programs that provide individuals with necessary health services, including psychological counseling. Health services should be made free for households that have a low income because children are deprived of opportunities to pass routine medical checks for identifying any discrepancies when their families cannot pay for a hospital visit.

Childhood poverty is a critical topic in the context of child health and well-being. Many children die daily because of malnutrition and the inability of parents to provide for their children. However, poverty, in the context of childhood deprivation, is not tied exclusively to financial income but instead associated with a wide range of factors. The type of family a child grows up in is a significant factor. Access to schooling, shelter and health services are also critical. Poverty does not end when childhood ends – there are many long-term impacts that adversely affect children when they become adults.

The list of negative consequences of childhood poverty includes health problems, a short-range of employment and education opportunities, limited intellectual capacity and premature pregnancy among girls. To battle this global issue, nations should come together to develop inclusive policies. Current Sustainable Development Goals may not address the issue of child poverty adequately because some groups seem to be left out. All children should be provided with education so that they are all able to compete for high-paid jobs equally.

Reference List

Abdu, M. and Delamonica, E. (2018) ‘Multidimensional child poverty: from complex weighting to simple representation’, Social Indicators Research , 136(3), pp. 881-905.

Allard, S. W. and Allard, S. (2017) Places in need: the changing geography of poverty . New York, NY: Russell Sage Foundation.

Anwar, A. M., Amir, M. and Amin, W. (2018) ‘The relationship between poverty, income inequality and unemployment: evidence from ARDL and bound testing approach’, European Online Journal of Natural and Social Sciences , 7(1), pp. 42-53.

Banks, L.M., Hameed, S., Kawsar Usman, S. and Kuper, H. (2020) ‘No one left behind? Comparing poverty and deprivation between people with and without disabilities in the Maldives’, Sustainability , 12(5), pp. 1-13.

Bernard, A.B., Smeets, V. and Warzynski, F. (2017) ‘Rethinking deindustrialization’, Economic Policy , 32(89), pp. 5-38.

Bourguignon, F. (2017) The globalization of inequality . Princeton, NJ: Princeton University Press.

Bunting, L. et al. (2018) ‘The association between child maltreatment and adult poverty – a systematic review of longitudinal research’, Child Abuse & Neglect , 77, pp. 121-133.

Chamberlain, L.J. et al . (2016) ‘Childhood poverty and its effect on health and well-being: enhancing training for learners across the medical education continuum’, Academic Pediatrics , 16(3), pp. 155-162.

Chaudry, A. and Wimer, C. (2016) ‘Poverty is not just an indicator: the relationship between income, poverty and child well-being’, Academic Pediatrics , 16(3), pp. 23-29.

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Friedmann, Z. (2020) ‘ Student loan debt statistics in 2020: a record $1.6 trillion ’ , Forbes: Personal Finance . Web.

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Hayes, C. et al . (2017) Developing as reflective early years professional: a thematic approach . St Albans: Critical Publishing.

Jenkins, S. (2018) Gender, place and the labor market . Oxon: Routledge.

Jensen, S.K., Berens, A.E. and Nelson 3rd, C.A. (2017) ‘Effects of poverty on interacting biological systems underlying child development’, The Lancet Child & Adolescent Health , 1(3), pp. 225-239.

Johnson, S.B., Riis, J.L. and Noble, K.G. (2016) ‘State of the art review: poverty and the developing brain’, Pediatrics , 137(4), pp. 1-18.

McManus, A.C. (2017) ‘Addressing poverty through a transformative approach to anti-discrimination law in Latin America’, in Fortes P. et al . (eds.) Law and policy in Latin America . London: Palgrave Macmillan, pp. 221-237.

Milli, J. et al . (2017) The impact of equal pay on poverty and the economy . Web.

Park, E.Y., Nam, S.J. and Park, S.H. (2017) ‘Income patterns of households including individuals with intellectual disabilities according to poverty dynamics’, Journal of Policy and Practice in Intellectual Disabilities , 14(2), pp. 108-117.

Pascoe, J.M. et al. (2016) ‘Mediators and adverse effects of child poverty in the United States’, Pediatrics , 137(4), pp. 1-19.

Renahy, E. et al . (2018) ‘Connections between unemployment insurance, poverty and health: a systematic review’, The European Journal of Public Health , 28(2), pp. 269-275.

Stanhope, M. and Lancaster, J. (2017) Foundations for Population Health in Community/Public Health Nursing-E-Book . St. Louis, MO: Elsevier Health Sciences.

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Wise, P.H. (2016) ‘Child poverty and the promise of human capacity: childhood as a foundation for healthy aging’, Academic Pediatrics , 16(3), pp. 37-45.

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Child poverty refers to the state of children living in poverty, facing a lack of basic necessities and opportunities for development. Essays could delve into the causes, consequences, and measures to alleviate child poverty. Discussions might also explore the long-term societal implications of child poverty, the role of government and non-governmental organizations in addressing this issue, and comparisons of child poverty across different regions and countries. A substantial compilation of free essay instances related to Child Poverty you can find at Papersowl. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

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Poverty can undermine a child's development including educational outcomes that start to take effect in the earliest stages of life, either directly and indirectly through moderated, mediated and transactional processes. Various renowned authors have come up with the definition of poverty. According to hutchison definition of poverty it is a condition in which an infant or toddler cannot get enough nutritional food, quality education, proper healthcare, access to safe water, electricity or various other much needed services. In addition to […]

How Poverty Affects a Child’s Brain and Education

Although children are some of the most resilient creatures on earth. Living in poverty has risks that can cause children all types of issues. That makes you wonder, does poverty have an effect on a child's brain development? The million dollar question. How does poverty affect children's brain development? Poverty can cause health and behavioral issues. There is suggestive evidence that living in poverty may alter the way a child's brain develops and grows, which can, in turn, alter the […]

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The Impact of the Cycle of Poverty on Children

"Poverty is not made by God, it is created by you and me when we don't share what we have" (Mother Teresa). Mother Teresa fought poverty as an evil and lived it as a virtue. Her life was a long and moving illustration of the relationship between Christianity and poverty. She fought against poverty, going out into filthy streets to serve the destitute, but also embraced it in her own life giving up all material goods and physical comfort. There […]

Literacy and Poverty Among African American Children

The United States' Declaration of Independence (US, 1776) proudly declares, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." While Americans certainly have such liberties and rights, notably the rights of free speech and assembly to protest social injustice, nearly 17 million of America's children live in abject poverty, with families whose income is […]

How does Poverty Impact a Child’s Education?

Poverty can mold a child's development in result of a child's health and nutrition, parental mental and physical involvement, stimulating home environment and child care, also neighborhood and school conditions. These factors can cause a child to become self-doubting, uninterested and unable to maintain a healthy education. So how can we begin to provide an outreach for these stunted children? There are complex factors that result in the stunting in education for low-income student, require several solutions. To reduce or […]

The Effect of Poverty on Child Development

What happens when a child enters kindergarten without being ready? Why are scores in third grade reading and eight grade math continuing to lag? Children who are inadequately ready for kindergarten have a hard time catching up over the years, and a report from the education advocacy organization Groundwork Ohio found that poverty is often tied to this insufficient kindergarten readiness. Early education is the foundation for a child's future and, according to the report, the repercussions of not being […]

Why is Poverty Increasing Among Children?

"In 1991, more than one in five children under 18 years of age lived in poverty: and among children under 6 years of age, the poverty rate was 24% almost one of every four children in this age group was poor" (198pg. Lewit). Resulted from the termination of loyal employees at several, American unemployment rates raised. The growing space between wages earnings and the cost of housing in the United States leaves millions of families and individuals unable to make […]

Childhood Poverty and its Physical Effects

An alarming rate of children in the United States and other countries live in poverty. In fact, in 2016, the American Academy of Pediatrics stated that nearly half of the children in the United States are living at poverty level (Pediatrics, April 2016). A life of poverty not only affects their quality of life, but it has a profound effect on their physical health as well. It can directly affect things such as brain growth, diabetes, asthma, and a multitude […]

Poverty and Early Childhood Development

Poverty is the state of one who lacks a usual or socially acceptable amount of money or material possessions. Poverty affects a child's development and educational outcomes beginning in the earliest years of life. A child's ability to profit from school has been recognized to play a role in poverty in the United States. The effect that poverty has on early childhood development is complex due to its range of diverse challenges for children and their families. More than 1 […]

Life of Children in Poverty

Children growing up in poverty are presented with a stress that consequently effects, and interferes with successful development. Youth raised in low-income homes are more susceptible to poor health, lack of proper education, social issues, and difficulty achieving tasks and/or goals, both long-term and short-term. This research topic will discuss various underlying problems that cause and effect poverty, such as: how poverty is defined, how poverty affects childhood development, how poverty is caused, and what can be done to put […]

Children of Poverty in the U.S.

According to the U.S. Census Bureau, an estimated 39.7 million Americans lived in poverty in 2017 (15). Based on this measure, the official poverty rate in the U.S. was near 14 percent overall (15). For children, almost half in the U.S. are living in or near poverty (1). When compared to adults, 1 in 5 live in poverty, versus 1 in 8 of adults, which translates to 15.5 million impoverished kids in the U.S. (2). Poverty is defined as making […]

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Dissertations / Theses on the topic 'Children of poverty'

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Consult the top 50 dissertations / theses for your research on the topic 'Children of poverty.'

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Mussa, Richard. "Children, investments in education and poverty in Malawi." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/5731.

Wood, David L. "Family Poverty and Its Impact on Children and Youth." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5166.

Wood, David L. "Family Poverty and Its Impact on Children and Youth." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5176.

Tamm, Marcus. "Poverty of children in Germany and its impact on children's health and educational outcomes." [Bochum] [Univ.-Bibliothek], 2007. http://www.rwi-essen.de/tamm.

Ridge, Tess. "A child-centred approach to childhood poverty and social exclusion." Thesis, University of Bath, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340995.

Robinson, Terri J. "ELEMENTARY TEACHERS’ PERCEPTIONS OF CHILDREN LIVING IN CONDITIONS OF POVERTY." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3137.

Herbst, Sydney Roberts Ruth Ann. "Teacher perceptions of poverty and elementary school student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6127.

Brown, Eleanor D. "Persistence and the ecology of poverty failure responses of disadvantaged preschool children /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.62 Mb , 93 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/3181875.

Mistry, Rashmita. "A multidimensional analysis of elementary school children's beliefs about wealth and poverty /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

McSheehy, Slade R. "Elementary school teachers and students living in poverty teacher understanding and pedagogy /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_mcsheehy_030209.pdf.

Miller, Abigail D. "Attachment a look at the ramifications of abuse, neglect, and poverty /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p074-0083.

Wilkinson, E. K. "Putting children first? : tax and transfer policy and support for children in South Africa." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:caa9ec39-982b-4fc6-a343-b3012980d6f3.

Connelly, Kelsey. "Poverty in the classroom advocacy and equity /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Connelly_KMIT2010.pdf.

Kanji, Shireen. "Poverty, inequality and livelihoods : lone mothers and their children in Russia." Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417136.

Shoaf, Michael G. "Parental Perspectives Regarding Poverty Based Programs in which their Children Participate." Youngstown State University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1187616921.

Polasky, Samantha N. "Perceptions of Health Care for Children from Caregivers in Perceived Poverty." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1459887381.

Steagall, Felicia. "From Children of poverty to Children of Hope: Exploring the Characteristics of High-Poverty High-Performing Schools, Teachers, Leadership and the Factors That Help Them Succeed in Increasing Student Achievement." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342463712.

Digout, Angela R. "Poverty and cognitive functioning in a high-risk sample of Ontario children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42607.pdf.

Platt, Lucinda. "The experience of poverty : welfare dynamics among children of different ethnic groups." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365527.

Martinez, Laura Josefina Valadez. "Differences that count : effects of household poverty on children in rural Mexico." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568083.

Nkubungu, Pumza. "The perceptions and experiences of violence on children in children's homes." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2612.

Tuck, Victor David. "Links between social deprivation and harm to children : a study of parenting in social disadvantage." Thesis, n.p, 1995. http://ethos.bl.uk/.

Wood, David L. "Child And Family Poverty: Its Impact On Children And Youth And What We Can Do About It." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5146.

Lewis, Keahna M. "Poverty and the educational barriers children cross before adulthood| Effective strategies in reducing the long-term effects of poverty on the educational attainment of school aged children| A grant project." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522586.

The purpose of this project was to design a program, identify a funding source, and write a grant to fund a prevention and intervention program for youth and parents in impoverished neighborhoods who are facing educational losses and barriers due to their socioeconomic class. An extensive literature review increased the writer's knowledge about the relationship between poverty and education. Information about evidence-based prevention programs was gathered and used by the grant writer to design a best practices program for impoverished neighborhoods in Los Angeles County, particularly the South Central area. A search for potential funding sources via Internet, library, and grant funding search engines resulted in the selection of the Weingart Foundation as the best funding source for this project.

The funds will be used to open "Pearl of Hope" in the South Central area of Los Angeles. The objectives of the program are to: (a) increase student's academic performance; (b) facilitate home environments that are conducive to their child's education; and (c) educate teachers of effective ways of working with children that come from poor backgrounds.

McGoldrick, Meghan. "Fighting Against All Odds: Children Living in Urban Poverty in the United States." Thesis, Boston College, 2003. http://hdl.handle.net/2345/379.

Tamm, Marcus [Verfasser]. "Poverty of children in Germany and its impact on children's health and educational outcomes / vorgelegt von Marcus Tamm." [Bochum] : [Univ.-Bibliothek], 2007. http://d-nb.info/997873833/34.

Gunnarsson, Hanna, and Nanci Kader. "Prevention of malnutrition for children in South Africa." Thesis, Sophiahemmet Högskola, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-1772.

Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.

Burghy, Cory A. "Family environmental risk, frontal brain asymmetry, and social-emotional functioning for children living in poverty." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1317326181&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Mendoza, Nydia Judith. "Children's chronic illness and family poverty in the El Paso/Ciudad Juárez border region." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

Porter, Karen Campbell. "Florida growth model accountability low-income students and high-poverty schools /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000126.

Wang, Tingyan, and 王婷豔. "A new measure of child poverty in urban China : from a perspective of deprivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206476.

Okoli, Rosemary Chinyere Babylaw. "Children's work : experiences of street vending children and young people in Enugu, Nigeria." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4043.

Young, Lorraine Catherine. "Surviving the city : the place of street children in Kampala's urban environment." Thesis, Coventry University, 2000. http://curve.coventry.ac.uk/open/items/2dffcf7d-7c24-4a9e-b714-6b77c89eb59b/1.

Morris, Davis Maggie Elizabeth. ""To claim voice": The Discourses of Impoverished Children in the Great Depression." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1194.

Serra, Sonia de Alencar. "The media, the international public sphere and the killing of street children in Brazil." Thesis, Goldsmiths College (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391716.

O'Neill, Dawn. "Exploration of high-performing, high-poverty California elementary schools /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3096260.

Tucker, Sarah K. "The Impact of Child-Centered Play Therapy on Academic Achievement of Children in Poverty." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703300/.

Sumbler, Jeffrey Peter. "Child poverty in Victorian Shropshire : children and the Shropshire Poor Law Unions 1834-1870." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2486/.

Jackson, Shinice. "Re-examining the multidimensional poverty index of South Africa." University of Western Cape, 2021. http://hdl.handle.net/11394/8490.

Sayeed, Sanjidaa. "Education and Healthcare Possibilities for Street Children in Babati Town,Tanzania." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4115.

Hango, Darcy William. "The effect of neighborhood poverty and residential mobility on child well-being." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069324610.

Hunter, Meredith A. "ORAL NARRATIVE DIFFERENCES OF CHILDREN FROM DIFFERENT SOCIAL CLASSES AND LEARNING ENVIRONMENTS." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1145891823.

Storrs, Molly E. "Designing for the Invisible: Home Environments for Children Living in Public Housing." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336763080.

Viner, Russell Mardon. "Healthy children for a new world : Abraham Jacobi and the making of American pediatrics." Thesis, University of Cambridge, 1997. https://www.repository.cam.ac.uk/handle/1810/272427.

Dikici, Bilgin Hasret. "Working Street Children In Turkey And Romania: A Comparative Historical Analysis In The Context Of New Poverty." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607379/index.pdf.

Goodburn, Charlotte Elizabeth Louisa. "Poverty among rural migrant children in India and China : a comparative study of two cities." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609874.


Jadue, Gladys. "Family characteristics of low income bornes that contribute to under achievement or school failure in children." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/100562.

Mbengashe, Nosipho Theodora. "The impact of unemployment on grade R learners in Stephen Mazungula primary school in the Nelson Mandela Metropole." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/12560.


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