According to a recent study released by UNICEF, almost 900 million people in the world live below the poverty standard of spending less than $1.9 per day, and children make up nearly half of this population (UNICEF, 2016). Another study by the World Bank Group and UNICEF found that over 385 million children live in extreme poverty (UNICEF, 2016). These numbers are staggering, especially when considering the effects that poverty has on the mental health of children.
According to the social causation theory, socioeconomic deprivation, or poverty, can directly lead to mental health problems in children (Dohrenwend & Dohrenwend, 1969). These mental health concerns include depression, suicidality, and general negative psychological well-being (Nurius et al., 2019). Additionally, poverty in childhood can drastically reduce cognitive ability and can lead to significant emotional problems, furthering their mental health concerns down the road (Moore et al., 2002).
Unfortunately, poverty does not just affect children when they are young; the effects of childhood poverty are shown to continue well into adulthood. One study found that poverty can significantly limit children’s future life chances, such as the safety of the communities in which they live, their quality of housing they live in, and their sense of safety within their homes (Carter, 2014), many of the things we take for granted.
Given that childhood poverty has so many adverse effects, it is important now more than ever that we prioritize the well-being of children in poverty. Organizations like UNICEF fight for every child, ensuring that they have equitable opportunities to succeed beyond their experiences with poverty.
As an incoming school counselor, I recognize the importance of advocating for all children in order to ensure that they are capable of reaching their full potential. Children are our future and are going to change the world for the better if given the opportunity. Giving them that opportunity starts with us. We must ensure that we are prioritizing the mental health of children in poverty by working to eradicate systems of oppression and white supremacy that force so many children into poverty simply because of the color of their skin.
If we are to truly work for every child, we must first start with ourselves and recognize our own biases and assumptions about people living in poverty. What ways do we turn a blind eye to forces such as systemic racism that keep so many of our children in poverty? What ways do we perpetuate white supremacy in our daily lives? If we ask ourselves these questions and make ourselves aware of our role in white supremacy, we will be best suited to support all children living in poverty. So, let’s do this: together!
References:
Carter, B. (2014). Child poverty: Limiting children’s life chances. Journal of Child Health Care, 18(1), 3–5. https://doi-org.proxy-um.researchport.umd.edu/10.1177/1367493514522726 Dohrenwend, B. P., & Dohrenwend, B. S. (1969). Social status and psychological disorder; a causal inquiry. New York: Wiley-Interscience. Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2002). Children in poverty: Trends, consequences and policy options. Washington: Child Trends. Nurius, P., LaValley, K., & Kim, M.-H. (2019). Victimization, poverty, and resilience resources: Stress process considerations for adolescent mental health. School Mental Health: A Multidisciplinary Research and Practice Journal. https://doi-org.proxy-um.researchport.umd.edu/10.1007/s12310-019-09335-z
