Children from disadvantaged backgrounds
Children from underprivileged backgrounds do worse comparing to those from privileged backgrounds by a bigger amount than in a different place. For instance, only about a quarter of pupils who receive free school meals attain five excellent GCSEs or equivalent as compared to more than half of the entire population. Socio-economic condition is an example of a mezzo factor in young people that lead to low qualifications during mid-life facilitating the transfer of poverty across generation. The main cause of child destitution is due to lack of opportunities among parents with low qualifications and low skills. These parents are less likely to work and if they do, they are more likely to earn a low income. The task to balance the economic needs of bringing up a family and the desire to get time to dedicate to the children is much more difficult for people in low-paid employments with limited influence to negotiate work planning.
Therefore, where parents must make a decision between lengthy hours and little earnings, it is hard to offer their children better life chances. Most probably, people who have been raised in poverty are disadvantaged in adulthood as well. This is very much true because individuals from deprived families have fewer chances of getting good learning qualifications. In addition, there are different connections between achievement and destitution in adulthood. Those people in their 30s who underwent financial difficulties when they were being raised are not likely to do well in the labor market.
On the other hand, educational achievement can be influenced by the children’s attitude towards education whereby the attitude begins developing at an early stage. This illustrates the micro factor. This attitude is caused by the financial status of their families resulting in low self-esteem, confidence, and poor literacy skills. Normally, the students from deprived families feel less in control at school because they are under pressure in performing required assignments in which they lack confidence. Eventually, they lack room to create a cooperative association with teachers and other students as they see it as coercive and controlling. Children from advantaged families are likely to have a stronger positive attitude towards school than those from disadvantaged backgrounds. Therefore, negative attitudes are not based on a child feeling that learning does not matter, but instead on lack of self-esteem and confidence in their own capability to succeed within the system.
The learning taking place through activities out of school is normally supplementary to the education system. Such activities may assist children in developing confidence in education and becoming vigorous learners as they develop different kinds of associations with grown-up supervisors or instructors. However, children from families in destitution take part in fewer planned outside-school activities than privileged children. Through the lack of involvement in sporting and cultural activities, they are denied vital learning experiences that can affect their involvement in more formal education in school. The children from deprived backgrounds usually have time dominated by unsubstantiated street play as well as socializing with friends. This difference and so much more on child’s perception of the grown-ups involved as co-learners facilitates to enrich their perspective of education. These activities are considered macro factors. These imaginations reveal that the social difference in a learning experience and outcome originate both from what takes place within the school and also across the child’s life. Children from diverse backgrounds experience different associations with teachers as well as with other grown-ups.