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The Effects of Poverty on the Elementary School Classroom

Callie Todd

Honors English

Mrs. Schlichtemeier

February 28, 2025

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As of September 2024, “16% of all children in the United States–11.4 million

kids in total– face the everyday struggles of poverty. A family of four with

annual earnings below $30,900 is considered poor.” (Child Poverty Statistics in

the U.S., 2024). This statistic only counts for the United States, which Data

Pandas ranks 105th in poverty out of 159 countries. The 2024 study conducted

in Angola– ranked 52nd in world poverty by Data Pandas– by Adalgiza Isabel

Banana contained teacher interviews about the effects of poverty in their

classrooms. The teachers reported students being tired and isolated, and

having a lack of motivation, limited social skills, and low self-confidence.

Students experience trauma that surfaces behaviorally, they grow up in

environments that hinder brain development, and they lack the sleep and

nutrition necessary to succeed in school. Family poverty around the world has a

major impact on the emotional, cognitive, physical, and therefore academic

aspects of the elementary school child.

Beginning with the emotional impact of poverty, families in poverty are more

susceptible to experiencing violence in the home. For example, a study done by

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Eldin Fahmy and Emma Williamson (2018) found that, “in 2004, women living in

a household with less than £10,000 were three and a half times more likely to

report experiencing domestic violence and abuse” (Fahmy and Williamson

2018, p. 484). The effects of poverty alone on children are numerous. However,

when domestic violence and abuse are involved, children are at an even greater

risk of being emotionally unstable. If domestic violence is a factor in the child’s

home life, the US Department of Health and Human Services’ Office on Women’s

Health describes conditions like depression, anxiety, and guilt as a lifelong

effect for children who have fallen victim– firsthand or secondhand– to the

violence (2024).

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Even if domestic abuse isn’t a factor in a child’s home life, living in poverty is

enough to foster the same emotions in children. According to the American

Psychological Association, children in poverty might feel anxious about where

their next meal will come from, or feel as though they are a financial burden to

the family. Children may also experience depression relating to their financial

status. These conditions can surface as surface-level emotional breakdowns,

such as frequent crying, acts of defiance, or violence toward themselves and

others (American Psychological Association 2024). Instances of comparison can

worsen the existing anxiety or depression. Students may wonder why their

classmates get new toys or shoes, and may not understand at a young age why

they can’t go on school trips or pack a full lunch box for school (Cocoran 2023).

Children in poverty are also less likely to participate in school sports and clubs

due to the time and money needed to be a member of an organizational team.

By giving up participation in school sports and clubs, students don’t feel like an

important part of their community and aren’t able to contribute to the culture

of their school.

When students experience emotional trauma and present the emotional

trauma behaviorally, it can lead teachers to punish them through separation

from the classroom due to behavior issues. This not only increases the isolation

the child experiences by intensifying the separation among classmates and

hindering their relationship with one another; it also gives the child the
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attention they are seeking by acting in a negative manner. This creates a vicious

cycle for the student, their classmates, and the teacher. The students will act

out, knowing they will be given the attention they might not be receiving

elsewhere. When the teacher removes the student from the classroom,

magnifying the negative behavior, classmates will see negative differences in

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the student and use that to irritate the student, knowing the cycle will repeat

itself and the student will act out again out of frustration.

Additionally, poverty can greatly impact a child’s cognitive health. In 2013,

Jamie Hanson studied the developmental impact of family poverty on children

by measuring the frontal, parietal, and total gray matter volumes between the

magnetic resonance imaging (MRI) brain scans of children from different Social

Economic Status (SES) households. The sample of children was representative

of the United States demographics, with 45.5% racial minority compared to

40% in the United States, and 20% living below the poverty line compared to

the United States 19%. The results were as follows: the green line represents

High SES children, the red line represents Mid SES children, and the Low SES

children are shown by the blue line.

The total volume of gray matter is represented on the y-axis in centimeters

cubed. The ages of the children are represented in months on the x-axis. As the

graph displays, children with a High SES household had more gray matter than
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those in Mid SES households. Children in Mid SES households had more gray

matter than those in Low SES households.

In the graph, it’s apparent that children began their lives with the same volume

of gray matter, but had decreased in volume by the time infants became

toddlers. “As infants aged—and presumably had increased exposure to the

effects of their environments— the differences in brain volume between poor

children and those with greater resources widened. Smaller volumes in this

brain tissue were related to greater behavior problems in the preschool years”

(Hanson 2013, para 27). When infants grow up in an environment where poverty

is present, they are at a developmental disadvantage from their High and Mid

SES peers by the time they are toddlers. Hanson uses the research portion of

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the study to develop the following ideas of how the volume of gray matter

affects a child’s behavior.

“A large body of research has found the frontal lobe is centrally involved with

executive functions such as planning, impulse control, and control of attention.

Such differences fit well with previous research noting poorer executive

function in children from lower SES backgrounds. The parietal lobe is important

for sensory integration and aspects of visual attention. Development of the

parietal lobe may be particularly important for connectivity between brain

regions” (Hanson 2013).

Without proper function of the parietal and frontal lobes, students are likely to

face difficulties in the classroom as well as in everyday life outside of school.

It’s an unfortunate situation when a child is set back cognitively before they

have even stepped foot inside a school, for reasons completely out of their

control. Cognitive functions are always in play in the elementary school

classroom. Students need gray matter to interpret information, control

movement, and maintain sensory input. Without those abilities, students are

set back in all areas of development. Most significantly, teachers may observe a

difference in academic performance between students cognitively affected by

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poverty than those from families living above the poverty line.

The lack of gray matter in a developing brain caused by poverty can also lead to

several issues like learning disabilities. The School of Education at the

American University in Washington DC states, “Children living in poverty have a

higher chance of being identified with learning disabilities than students living

in households with much higher incomes, according to the National Center of

Education Statistics” (Disproportionality in Special Education, School of

Education, American University, 2020, para 5). This research supports the idea

that growing up in poverty isn’t supportive of a child’s education and is likely to

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cause disabilities. The School of Education even finds a statistic connecting a

specific learning disability and poverty, and it states that “From 2011 to 2013,

children in households with public insurance received Attention Deficit

Hyperactivity Disorder (ADHD) diagnosis at higher rates than children with

private insurance, 11.7% versus 8.6%, respectively” (School of Education,

American University, 2020, para 5). Impoverished students with ADHD, a

disorder that presents conflicts with memory and focus, are at risk of

experiencing major setbacks in an educational setting.

The third effect of poverty is physical. A major physical impact of poverty is

nutrition, a key component of a child’s overall health. According to the United

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Nations’ Children’s Fund (UNICEF), “Child food poverty harms all children, but it

is particularly damaging in early childhood when insufficient dietary intake of

essential nutrients can cause the greatest harm to child survival, physical
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growth and cognitive development”. Hunger can affect a student's behavior,

attention span, and basic critical thinking skills. Typically, families in poverty

aren’t concerned about the quality of food, and rather just the existence of it.

This makes it difficult for students to get all food groups consumed to obtain a

well-balanced diet.

UNICEF also found that children living in poverty consumed fewer nuts, seeds,
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and eggs containing iron, vitamin A, zinc, protein and essential fatty acids.

These vitamins and minerals are essential for optimal growth, immune function
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and brain development in early life; it’s a big setback for children who don’t

have the opportunity to consume such foods each day. Coming to school day

after day with an empty stomach can be detrimental to the learning process.

Students may appear sluggish, fall asleep in class, and have minimal

participation.

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Along with the issues of malnutrition, students living in poverty may also have

the physical disadvantages of sleep deprivation. Lack of housing, poor

nutrition, and stress can lead to a lack of sleep, or poor quality of sleep, for

students. Sleep is essential for academic success, and according to the Indian

Bureau of Statistics, “Students who do not get enough sleep are more likely to
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struggle with concentration, problem-solving and retaining information. This

can negatively impact their academic performance, leading to lower grades and

decreased productivity in school.”

Academic struggles in the early elementary years can hinder academic success

throughout a student’s life. The American University’s School of Education has

found research by The Century Foundation (TCF) indicating that the setbacks of
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childhood poverty affect an individual in adulthood as well. Low income

students are more likely to become low-wage earners, have a higher likelihood

of incarceration, and have a lower life expectancy than their higher-income

peers, according to TCF.

Although the effects of poverty on elementary children are numerous, there are

solutions to the emotional, cognitive, and physical impacts of poverty. The

solution to the emotional impact of poverty that leads to behavioral issues is

not to justify any negative behavior from the student. With that being said, it is

important to exaggerate the attention given to students when their behavior is

positive. When classmates are at recess or lunch, it’s a good time to discuss

with the student about the negative behavior, coming from a place of empathy.

Students feed off of teacher behavior, so teachers must approach the situation

with as much grace and empathy as possible. The last thing needed in a

situation like this is an argument led by power struggles. The student must be

given options to fix the behavior, like a reward system where the student gets to

pick the reward. Once the issue stops being teacher vs. student and shifts to

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teacher and student vs. behavior, the cycle of bad behavior for attention can be

broken.

Unfortunately, the cognitive effects of poverty cannot be reversed. However,

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teachers and administrators can meet students where they are at and lessen

the severity and longevity of the issues brought on by learning disabilities.

Research done by UNICEF puts the responsibility of bettering education on the

administration of school districts. Many teachers, especially those in Special

Education, tend to feel a lack of support from their administrators, resulting in

an absence of Special Education teachers. The School of Education states,

“The US education system has lost 17 percent of its special education teacher

workforce over the last decade, as reported by PBS. Still, even as more special

education teachers quit their jobs, the population of students with disabilities

ages 6 to 21 stayed about the same—declining about 1 percent.”

There is an extreme gap between the number of students and teachers in

Special Education, and the American University pushes for mentorship as a

solution. Being a new teacher can be overwhelming, and by having a veteran

teacher to lead the way and provide advice and resources, the burdens on

teachers can be lessened and both mentor and mentee can learn from each

other. However, mentorship programs or not, it’s important to have a strong

administration to ease all other aspects of teaching in an impoverished school

district.

The United States government has made efforts to benefit from the physical

downsides of poverty. Several financial assistance programs such as the

Supplemental Nutrition Assistance Program (SNAP), the First Responders

Children’s Foundation (FRCF), the National School Lunch Program (NSLP), and

The Special Supplemental Nutrition Program for Women, Infants, and Children

(WIC) have been put in place in hopes of lessening food insecurity by providing

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low-income families with the financial resources to grocery shop. Zhimig Qiu of

Oklahoma State University performed an experiment studying the effects of the

food programs previously mentioned on children. For the experiment, Qiu

developed a formula to evaluate the probability and severity of food insecurity

among children in the United States. As a result of the formula, Qiu found SNAP

and FRCF to be the most effective on the severity of food insecurity. Although

these food programs have lessened the severity of food insecurity, the

probability of food insecurity remains unaffected by food programs.

In some areas, the case is that the entire school is experiencing poor academic

performance, rather than a few outlying students. This is a result of poor

funding and a lack of community involvement. Schools with fewer resources

and a less involved community typically don’t excel academically compared to

schools with active community members and resources. The study performed

by Izabel Canjinji in Angola examined student grade point averages in Science,

Math, and Portuguese. The results are as follows:

The variance of scores in Portuguese was 4.20 for Group A teachers, indicating

the scores

were more spread out compared to the variance of Group B teachers of 3.70. In

math, the

variance for Group A teachers was 3.80 indicating a moderate spread of scores

while the

variance for Group B was 3.33 suggesting a slightly lower spread. In science,

the variance for Group A was 3.0 indicating a relatively low spread of scores,

while the variance of Group B was higher at 4.30 suggesting greater variability

in the scores of students. This result indicated that students for Group A

teachers performed slightly better than those of Group B teachers in

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Portuguese, math and science.

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Canjinji suggests that academic scores depend upon teacher input rather than

student performance. School districts that are unable to pay quality teachers

and raise funds for advanced curriculum will not experience the same

academic success as districts with funds to support teacher success. When

searching for a job, most teachers will lean towards a school with a positive

culture, strong funds, and supportive administration. None of these aspects

can be achieved by schools without community support.

To strengthen a school’s surrounding support, administrators can hold

meetings or plan events that lead to school fundraising and build culture in the

school and community. By showing members of the community the faces of

teachers and students in need of help, community members feel more inspired

to financially support a school district. A community meeting discussing major

financial obstacles the school may be facing or a fundraising spring carnival are

both excellent examples of ways to bring the community together in support of

a school. Canjinji gives examples of how funds can be used, such as developing

school infrastructure, integrating technology, upgrading facilities, providing

sports and recreation facilities, funding transportation services, and investing

in teacher training programs.

According to Tonya Mosley at NPR, the Trump Administration has made efforts

to eliminate the Department of Education, starting with job cuts. On Tuesday,

March 11th, more than 1,300 workers were fired, and an additional 600

accepted separation packages. This has left the department with roughly half

of its workforce, responsible for tracking student achievement, enforcing civil

rights laws, and supplying student loans and grants. Mosley states, “These new

layoffs come as President Donald Trump calls to eliminate the department. At

the heart of Trump's effort is a plan to consolidate what he describes as waste

within the government, vowing to cut federal funding for schools and colleges

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that promote, quote, ‘critical race theory and transgender ideologies’” (Mosley

2025). The line between politics and education is thin, and educators must

remain free of bias, however, cutting off the Department of Education is not the

solution to this issue. Some, including the Trump Administration, may disagree

with the idea that school funding improves student performance. However,

after reviewing different ways the funds would be used, the benefits of

technology, quality curriculum, and trained teachers would outweigh any dollar

amount needed from the community or federal government. Americans need to

keep in mind that their tax dollars aren’t just paying for fancy new equipment,

but making investments in their future doctors, lawyers, and teachers. Schools

must send educated generations into the workforce and secondary schools, but

none of that can be done without financial support.

Poverty can leave a lasting impact on the emotional, cognitive, and physical

well-being of children, and set them back in academics as well as future

opportunities. Emotionally, children experience trauma that surfaces as mental

health issues including anxiety, depression, and self-isolation. These mental

health issues can lead to behavioral and disciplinary struggles in the

Elementary School classroom. Cognitively, research supports that poverty

harms the development of gray matter in the brain and children may experience

learning disabilities like Attention Deficit Hyperactivity Disorder which can

create academic struggles, impacting children throughout life. Physically, a lack

of sleep and malnutrition can hinder a child’s ability to focus and participate in

the classroom.

Although it’s disheartening to examine the issue of childhood poverty, the

topic must receive attention as there are solutions. Administration and

teachers play a vital role in determining student success and overcoming the

challenges that impoverished children face. Teachers can positively reinforce

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children with behavioral issues, and administrators can work to ensure their

teachers are well-trained and provided with quality curriculum.

Overall, society must see the importance of investing in education and not only

improving academic performance, but raising a strong generation of healthcare

providers, government officials, and educators that will soon be leading our

nation. With strong support from teachers, administrators, and community

members, our future generations have the opportunity to make the world a

better place.

References

Canjinji, A. I. B. (2024). Mixed-Methods Study on Role of Extreme Poverty

Background in Social Skill Development and Academic Performance of

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Elementary Students in Central Angola (Order No. 31244156). Available from

ProQuest One Academic. (3065876695). https://nwulibrary.idm.oclc.org/login?

url=https://www.proquest.com/dissertations-theses/mixed-methods-study-

on-role-extreme-poverty/docview/3065876695/se-2

Adalgiza Isabel Banana Canjinji, in her article “Mixed-Methods Study on Role of

Extreme Poverty Background in Social Skill Development and Academic

Performance of Elementary Students in Central Angola” (2024), emphasizes the

importance of providing resources to elementary students facing poverty.

Canjini supports this necessity through her studies in Angola, where she

evaluated how students living in extreme poverty performed academically. Her

purpose is to establish the relationship between poverty and academic

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performance in order to inspire readers to advocate for better resources for

families in poverty. She establishes a formal relationship with her audience of

teachers willing to improve classroom performance and engagement. This

article will be used in my essay to evaluate a solution for struggles in the

classroom for impoverished students.

American Psychological Association. (2024, May). Exploring the Mental Health

Effects of poverty, hunger, and Homelessness on Children and Teens. American

Psychological Association; American Psychological Association.

https://www.apa.org/topics/socioeconomic-status/poverty-hunger-

homelessness-children

Child poverty statistics in the U.S. (2024). @Aecfkidscount.

https://datacenter.aecf.org/data/tables/43-children-in-poverty?

loc=1&loct=1#detailed/1/any/false/2545

Corcoran, K. (2023, May 12). How poverty affects children’s mental health.

Action for Children. https://www.actionforchildren.org.uk/blog/how-poverty-

affects-childrens-mental-health/

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Disproportionality in Special Education | School of Education | American

University. (2020, May 20). Soeonline.american.edu.

https://soeonline.american.edu/blog/disproportionality-special-education/

Fahmy, E., & Williamson, E. (2018). Poverty and domestic violence and abuse

(DVA) in the UK. Journal of Gender-Based Violence, 2(3), 481–501.

https://doi.org/10.1332/239868018x15263881184558
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In their article, “Poverty and domestic violence and abuse (DVA) in the UK”

(2018), Eldin Fahmy and Emma Williamson assert that women in poverty are

more susceptible to domestic violence in relationships. They support their point

by providing research and statistical evidence to establish the connection

between poverty and domestic violence. The authors have a purpose to make

readers aware of the connection between poverty and domestic violence in

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order to encourage further research on that relationship. Fahmy and

Williamson establish a formal relationship with their audience of family and

17
friends who care about the wellbeing of women in poverty. This paper will be

used in my essay to establish a connection between poverty and domestic

violence.

Hanson, J. L., Hair, N., Shen, D. G., Shi, F., Gilmore, J. H., Wolfe, B. L., & Pollak, S.

D. (2013). Family poverty affects the rate of human infant brain growth. PLoS

One, 8(12) doi:https://doi.org/10.1371/journal.pone.0080954

Jamie Hanson et al. in their article “Family Poverty Affects the Rate of Human

Infant Brain Growth” (2013) explain that poverty not only has an impact on a
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child’s well being emotionally and physically, but also neurologically. The

authors review research, analyze MRI scans, and conduct experiments to

further prove their point. Their purpose is to scientifically explain why children

in poverty are at a disadvantage from birth, due to how the brain develops in
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traumatic environments in order to allow further research and proper

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evaluation to be done for impoverished children. Hanson et al. establish a

formal relationship with their audience of teachers, doctors, and providers of

children in poverty. This article will be used in my essay to describe the

developmental impact of poverty on the elementary school child.

Moore, J. A. (2019). Parents' and teachers' perspective of poverty in K-5

education in literacy and math (Order No. 13898092). Available from ProQuest

One Academic. (2247845460). Retrieved from

https://nwulibrary.idm.oclc.org/login?

url=https://www.proquest.com/dissertations-theses/parents-teachers-

perspective-poverty-k-5/docview/2247845460/se-2

In her article “Parents' and Teachers' Perspective of Poverty in K-5 Education in

Literacy and Math”, Jenerline A. Moore (2019) asserts that children who live in

poverty struggle to engage successfully in schools. Moore interviews teachers

and parents of impoverished children at a school in North Carolina, and studies

prior research to support and develop her central idea. Her purpose is to spread
20
awareness about the effects of poverty on children in order to create a more

empathetic school environment. Moore establishes a formal relationship with

her audience of educators who lead classrooms in poverty. This article will be

used to introduce the main effects of poverty on the elementary school

classroom.

Mosley, T. (2025, March 12). What Trump’s cuts to the Department of Education

mean for schools and students. NPR. https://www.npr.org/2025/03/12/nx-s1-

5325731/what-trumps-cuts-to-the-department-of-education-mean-for-

schools-and-students

Poverty Rate by Country 2024. (2024). Www.datapandas.org.

https://www.datapandas.org/ranking/poverty-rate-by-country

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Qiu, Z. (2014). Estimating effects of food programs on children's food insecurity:

A simultaneous equation model with pseudo panel data (Order No. 1567381).

Available from ProQuest One Academic. (1626737414).

https://nwulibrary.idm.oclc.org/login?

url=https://www.proquest.com/dissertations-theses/estimating-effects-food-

programs-on-childrens/docview/1626737414/se-2

Zhiming Qiu, in his article “Estimating Effects of Food Programs on Children’s

Food Insecurity” (2014), compares the impact of several food programs on the

severity and probability of Children’s Food Insecurity. Qiu uses a formula to

evaluate various food assistance programs including SNAP, NSLP, WIC, and
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FRCF and came to the following conclusion: “Results show that SNAP affected

the severity of children’s food insecurity but did not affect the probability of
22 23
children being food insecure. FRCF was effective from the cross sectional data
24
analysis but ineffective from the pseudo panel data analysis. The effectiveness

of NSLP and WIC was not statistically significant from the analyses of probit

and truncated regression models in the simultaneous equation framework or

pseudo panel data analysis” (iv). Qiu’s purpose is to inform readers of the
25
different food programs in order to foster educated discussions around food

programs. He establishes a formal relationship with his audience of teachers

and providers of children in food programs. This article will be used in my essay
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to introduce and compare different food programs offered to food insecure

children.

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1. that, Comma misuse within clauses Correctness

2. in a negative manner → Wordy sentences Clarity

negatively

3. Mid Misuse of modifiers Correctness

4. than → and Conjunction use Correctness

5. Nations’ → Nations Incorrect noun number Correctness

6. , and Comma misuse within clauses Correctness

7. , and Comma misuse within clauses Correctness

8. , and Comma misuse within clauses Correctness

9. , and Comma misuse within clauses Correctness

10. Low income → Low-income Misspelled words Correctness

11. at Wrong or missing prepositions Correctness

12. , and Comma misuse within clauses Correctness

13. in order to → to Wordy sentences Clarity

14. Domestic Violence Confused words Correctness

15. abuse → Abuse Confused words Correctness

16. in order to → to Wordy sentences Clarity

17. wellbeing → well-being Confused words Correctness

18. well being → well-being Misspelled words Correctness

19. in order to → to Wordy sentences Clarity

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20. in order to → to Wordy sentences Clarity

21. , and Comma misuse within clauses Correctness

22. from → in Wrong or missing prepositions Correctness

23. cross sectional → cross-sectional Misspelled words Correctness

24. pseudo panel → pseudo-panel Misspelled words Correctness

25. in order to → to Wordy sentences Clarity

26. food insecure → food-insecure Misspelled words Correctness

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