November 6, 2017
A Critical Analysis of Rural Poverty
Imagine being a child, having to stand at the bus stop in 5am darkness, take an hour and a half long bus ride on an empty stomach, and come to school having to fully focus in the classroom? Where would the child focus his or her attention when in the classroom? According to Maslow’s Hierarchy of Needs, the most fundamental basis to attend to is one’s physiological needs, if not, the human body cannot function effectively. Children living in rural poverty often face food and housing insecurities which can impact their psychological wellbeing and academic efficacy. As professionals, what is the first step to helping children living in rural poverty who face these types of situations daily? Moreover, whose professional responsibility is it? Teachers, School Counselors, Principals, Superintendents, Parents? Professionals working in rural, impoverished areas, must be prepared to address systems of oppression, discrimination, privileged and marginalized statuses and the impact they have on one’ wellbeing at multiple levels…from considering the bus routes to the quality of education and resources provided in the school. We each have the power to improve the wellbeing of those who experience rural poverty. The challenge is to recognize how you can positively impact the lives of the students and communities who experience rural poverty.
To read about the importance of addressing rural mental health and educational concerns, read my article “The Impact of Self-Esteem Group Work Practice with Rural Elementary Male Students” at http://dx.doi.org/10.1080/01609513.2015.1126546
By Loni Crumb, Profile in Diversity Award Winner
November COE Diversity Committee Blog Post