The Impact of Low Socioeconomic Background on a Child’s Educational Achievements

Abstract

A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The main objective of the study is to establish the relationship between the socioeconomic background of the children and their educational achievements and how it impacts their psychology. A descriptive survey research design was used to conduct this study. The target population was 50 students and either of their parents. The target was selected through random sampling. Focus group discussions, in-depth interviews, and different types of observation techniques were implied while collecting the data. The study concluded that most of the students with low socioeconomic status had poor achievements in their academics, which led them into the labor market at an early age. It has been found that parents with low socioeconomic backgrounds were less interested in educating their children. Kids from low socioeconomic backgrounds are more focused on employment instead of pursuing their studies after completing their secondary education. Such students end up in unskilled or blue-collar jobs. This study recommends free-of-cost vocational and technical education to such children to provide them with better livelihood opportunities. There is a need for parental education and awareness programs as well conducted by schools/universities and other concerned authorities.

Effects of parental migration on early childhood development of left-behind children in Bangladesh: Evidence from a nationally representative survey

“…These challenges include improving poor infrastructure and addressing the shortage of skilled teaching professionals [ 28 ]. Additionally, it is crucial to prioritize the needs of children from poor households, as they are more likely to have migrating parents and caregivers who may have limited education and knowledge about early childhood care [ 29 ]. This study also revealed a correlation between poor ECDI outcomes and children from disadvantaged households, aligning with existing data from LMICs [ 3 , 4 ].…”

Analysis of the current situation and factors influencing bullying in junior high schools in backward areas of Western, China & A case study of Qingyang City in Gasu

“…Given that the research area is located in the northwest of the country, it is possible that the prevalence of school bullying in this region is influenced by parenting styles and factors such as economic conditions and educational attitudes, which have already been recognized as influential factors [19]. In economically disadvantaged areas, parents often have lower levels of education, and they tend to focus solely on their children's academic achievements while neglecting their psychological well-being [20]. They may not know how to properly guide their children through sensitive psychological phases.…”

Effects of early childhood education on early childhood development in Bangladesh

“…Moreover, disparities in socio-economic conditions, parental education levels, and access to resources could play a role [28]. Children who do not participate in early childhood education programs may face additional challenges related to family income, educational support at home, and overall household well-being [21,[29][30][31]. Addressing these socio-economic determinants becomes crucial in understanding and mitigating the negative effects observed in ECDI outcomes.…”