Socioeconomic issues in my professional context

My parents both worked two jobs to make ends meet and while I was aware of this struggle growing up, they made every effort not to let our financial status impact on my education. I can only imagine the late night budgeting and hair pulling my mother went through to make this happen for me and my brother.

 Although my parents sheltered me, I'm very aware that family income does come into play when we talk about student success and engagement, and that there are students in front of me every day whose family find school expenses difficult to meet or whose income affects their learning outcomes.
Our school's culture is influenced by "its history, context and the people in it" (Stoll, 1998). I teach in a Decile 6 school. According to the Regional Economic Activity Report, in 2015 the average household income was $81,867, which is $10,000 less than the average of all of New Zealand. The Environmental Health Indicators New Zealand break this down further, and show that 20% of the community are "least deprived" with 5% "most deprived", with a further 25% highly deprived. We, therefore, have a range of income within our district, but with a tilt towards higher income brackets. However, while our 'most deprived' figures are low compared to some regions (such as the Far North, where half of the population falls into this category), it does mean that on an average day I will have at least five students whose families are really struggling, and another 25 not much better off.

This is important data for building relationships with students. Operating within this socioeconomic situation, our school endeavours to create a culture that acknowledges this diversity, while at the same time encouraging personal excellence and responsibility. This is promoted through academic mentoring, which includes the establishment of strong whanau-school relationships. This includes, for example, parents being involved in course selection interviews. The school makes efforts to ensure that students can participate in school activities through a hardship fund, and financial assistance for NCEA fees is heavily promoted. However, not all eligible families apply for these, and I think we need to appreciate that there is a pride factor. Over the past year the school has also reviewed what costs are passed on to students.

The professional environment is supportive and for the most part aware of these socioeconomic factors. However, there is still the odd comment about students who have fees outstanding, and I do find this frustrating. We need greater sensitivity. Garguilo (2014) argues that socioeconomic status impacts on academic success through students' preparedness, families relationships with schools, engagement and achievement. We have students who arrive without having breakfast; still others won't have lunch. Teaching hungry teenagers is not easy. Although we have a summer skirt and winter kilt, a handful of girls will wear their summer skirt all year (which isn't pleasant in a deep south winter). Others rush home to look after younger siblings, not able to find the time (or energy) on homework. Others will have parents who have struggled to purchase Chromebooks, but are missing out on other things at home because of it.
So, while on paper our community's income is better than others, we do have families whose socioeconomic status impacts on the students in front of us, their relationship with school, and their academic success. Teachers need sensitivity and the tools to deal with this.



References
Stoll, L. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture

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