Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 4 |
Since 2016 (last 10 years) | 8 |
Since 2006 (last 20 years) | 15 |
Descriptor
Behavior Problems | 24 |
Economically Disadvantaged | 24 |
Poverty | 22 |
Stress Variables | 7 |
Student Behavior | 7 |
Children | 6 |
Correlation | 6 |
Predictor Variables | 6 |
Child Rearing | 5 |
Disadvantaged Youth | 5 |
Family Environment | 5 |
More ▼ |
Source
Author
Publication Type
Education Level
Elementary Education | 6 |
Early Childhood Education | 3 |
Grade 1 | 2 |
Grade 3 | 2 |
Higher Education | 2 |
Kindergarten | 2 |
Postsecondary Education | 2 |
Preschool Education | 2 |
Grade 2 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
More ▼ |
Audience
Counselors | 1 |
Policymakers | 1 |
Practitioners | 1 |
Researchers | 1 |
Location
Canada | 2 |
Brazil | 1 |
Colorado | 1 |
Illinois (Chicago) | 1 |
Massachusetts (Boston) | 1 |
New York (New York) | 1 |
New York (Rochester) | 1 |
Texas | 1 |
United Kingdom | 1 |
United States | 1 |
Virginia (Richmond) | 1 |
More ▼ |
Laws, Policies, & Programs
Aid to Families with… | 1 |
Head Start | 1 |
Assessments and Surveys
Center for Epidemiologic… | 1 |
Child Behavior Checklist | 1 |
Early Childhood Longitudinal… | 1 |
Fragile Families and Child… | 1 |
Parenting Stress Index | 1 |
Strengths and Difficulties… | 1 |
What Works Clearinghouse Rating
Claudia Annette Esquivel – ProQuest LLC, 2024
The purpose of this quantitative, correlational study was to investigate the extent to which being labeled as an economically disadvantaged student contributed to the number of exclusionary discipline referrals in secondary schools belonging to three neighboring school districts in South Texas. The framework was based upon the Diamond et al.…
Descriptors: Economically Disadvantaged, Discipline, Referral, School Districts
Baker, Erin Ruth; Huang, Rong; Battista, Carmela; Liu, Qingyang – Early Childhood Education Journal, 2023
This short-term longitudinal study examined how economically-impoverished children's moral reasoning predicts specific aggressive subtypes. Children (N = 106, M[subscript age] = 52.78 months, 51% boys, ethnically diverse backgrounds) from urban Head Start programs completed a structured story-interview pertaining to moral reasoning and judgement…
Descriptors: Social Services, Federal Programs, Young Children, Moral Development
Brito, Gabriel; Leon, Camila; Ribeiro, Camila; Trevisan, Bruna; Dias, Natália; Seabra, Alessandra – Journal of Cognition and Development, 2022
Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a…
Descriptors: Evidence Based Practice, Executive Function, Preschool Children, Foreign Countries
Choi, Jeong-Kyun; Hatton-Bowers, Holly; Shin, Jiwon – Early Child Development and Care, 2022
Our study extends the understanding of how three distinct environments including home, childcare, and neighbourhood may influence young children's problematic behaviours among a sample of predominantly unmarried mothers residing in urban communities in the United States. With a sample of 791 mothers we examined whether neighbourhood disadvantage…
Descriptors: Predictor Variables, Toddlers, Behavior Problems, Poverty
Heberle, Amy E.; Carter, Alice S. – Developmental Psychology, 2020
Socioeconomic disadvantage is associated with social-emotional difficulties, including internalizing and externalizing problems, as early as toddlerhood. The aim of the current study was to understand whether economically disadvantaged children's beliefs about the consequences and correlates of poverty (poverty stereotypes) and their beliefs about…
Descriptors: Stereotypes, Poverty, Socioeconomic Status, Economically Disadvantaged
Blitz, Lisa V.; Yull, Denise; Clauhs, Matthew – Urban Education, 2020
Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school…
Descriptors: Urban Schools, Trauma, Educational Environment, Poverty
Flouri, Eirini; Midouhas, Emily; Charman, Tony; Sarmadi, Zahra – Journal of Autism and Developmental Disorders, 2015
We investigated the longitudinal relationship between socio-economic disadvantage (SED) and trajectories of emotional and conduct problems among children with autism spectrum disorder (ASD) who had comorbid attention deficit/hyperactivity disorder (ADHD; ASD + ADHD) or not (ASD-DHD). The sample was 209 children with ASD who took part in the UK's…
Descriptors: Poverty, Correlation, Socioeconomic Status, Economically Disadvantaged
Blitz, Lisa; Anderson, Elizabeth McKendry – AERA Online Paper Repository, 2016
Negative outcomes for students of color and those who are economically disadvantaged are troubling patterns in schools nationwide. Systemic racial disparities are part of the problem. Children who live with poverty, however, also have heightened exposure to adverse experiences. Implementing a culturally responsive trauma-informed whole-school…
Descriptors: Minority Group Students, Economically Disadvantaged, Racial Bias, Poverty
Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena – Early Education and Development, 2016
Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child…
Descriptors: Risk, Mothers, Parent Child Relationship, Economically Disadvantaged
Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne – Developmental Psychology, 2010
In this study, we examined the developmental pathways from children's family environment to school readiness within a low-income sample (N = 1,046), with a specific focus on the role of sustained attention. Six distinct factors of the family environment representing maternal parenting behaviors, the physical home environment, and maternal mental…
Descriptors: Conceptual Tempo, School Readiness, Poverty, Economically Disadvantaged
Morgan, Paul L.; Farkas, George; Tufis, Paula A.; Sperling, Rayne A. – Journal of Learning Disabilities, 2008
Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression…
Descriptors: Behavior Problems, Economically Disadvantaged, Kindergarten, Grade 3
Kingston, Beverly; Huizinga, David; Elliott, Delbert S. – Youth & Society, 2009
Although there is a growing body of research based on social disorganization theory that relates the neighborhood context to juvenile crime and delinquency, it is unknown whether neighborhood social processes operate in a similar way across all types of disadvantaged neighborhoods. It is possible that some social processes are unique to…
Descriptors: Neighborhoods, Delinquency, Disadvantaged, Social Structure
De Civita, Mirella; Pagani, Linda S.; Vitaro, Frank; Tremblay, Richard E. – Journal of Early Adolescence, 2007
We examined the influence of income source within the context of persistent poverty on children's disruptive classroom behavior at age 12 and whether these associations were mediated by maternal supervision at ages 10 and 11. Using a subsample (N = 1,112) from the Quebec Longitudinal Study, we coded four economic circumstances indicating…
Descriptors: Children, Mothers, Child Rearing, Behavior Problems
Child Development, 2005
Relations of duration and developmental timing of poverty to children's development from birth to age 9 were examined by comparing children from families who were never poor, poor only during the child's infancy (03 years of age), poor only after infancy (49 years of age), and chronically poor. Chronically poor families provided lower quality…
Descriptors: Economically Disadvantaged, Grade 3, Infants, Behavior Problems
Zill, Nicholas; And Others – 1991
The study described in this paper used data from two national samples of families with children to describe the home environments in which welfare children are being raised and to identify the children's health, learning, and behavior problems. The study compared children whose families had received Aid to Families with Dependent Children (AFDC)…
Descriptors: Academic Failure, Behavior Problems, Child Health, Child Welfare
Previous Page | Next Page »
Pages: 1 | 2