When I was a student, many of my classmates and I didn’t have empathy for people experiencing poverty. Nothing I learned in school ever helped me to build that empathy. I had to acquire it in adulthood, and I find that I still need to check myself from time to time. But what does being empathic to students experiencing poverty actually look like? How can educators respond to—and mitigate—the divides created by inequity, such as wealth disparity? Below you will find a list of policies that my after-school program uses to address this challenge.
Backpacks. All youth, regardless of need, are supplied with a backpack at the beginning of the school year, filled with school supplies. This policy helps to ensure that all participating youth are prepared to start the school year and that they will be on equal footing with their classmates, rather than some being seen as "charity cases." My organization is also equipped to help those who cannot afford school supplies stay well stocked throughout the year.
Pocket Money. Students are not allowed to bring pocket money on the field trips. Of course, they still do at times. “Miss,” they’ll whisper, “I’ve got money. Can I play games at the arcade?” or “Miss, can I buy myself and my friends some pop? I’ve got my own money.” They flash me a glimpse of their money, tucked in their purse or already palmed, and I’m supposed to shake my head and say, “No, not today.”
With few exceptions, that is how I end up responding, coupled with a reminder that not everyone brought money and that it would be unfair. Depending on the youth’s age and my relationship with them, I might gently remind them about our program’s policy and why it exists. The older youth are receptive and respond along the lines of, “I don’t want anyone to feel bad” or a soft-spoken, “I get it.” If their families aren’t experiencing poverty, they have friends who are—or they see it in their own extended families.
Snacks. During the summer months, youth who participate in the program are served two snacks each day—one first thing in the morning and another just before they go home. During the school year, there is one snack. The youth are not allowed to bring additional snacks, except on special—and infrequent—occasions, such as days when there will be a lot of physical activity. What all of this means is that youth who are experiencing food insecurity feel very little—or at least reduced—pressure to fit in by having the popular (or any) snacks.
Toys & Devices. Youth are not allowed to bring toys or electronic devices to our program. The intention here is twofold—to mitigate the appearance of "haves" and "have nots” and to minimize unwanted distractions.
Although these policies do not remove all signifiers of students’ socioeconomic status or their families’ discretionary incomes, they have several advantages:
- Reduce the risk that youth feel left out or experience bullying.
- Allow for teachable moments about empathy and inequity/equity when students question the policies or go against them.
- Create an environment where youth are free to explore their interests without the immediate influence of money.
- Lessen the possibility that staff will unconsciously discriminate against youth based on real or perceived economic standing.
I wish policies such as ”no pocket money” on fieldtrips and “backpacks for all” had been in place during my own childhood, which is perhaps why I’m okay with enforcing them now. I remember going on field trips—sometimes having money, sometimes not—and always being aware of the kids who brought enough money to buy souvenirs or extra food. I also recall the kids who were teased on field trips, the playground or the school bus for being poor. One girl, in particular, typically busied herself talking with the teacher or chaperone while other kids circled through the gift store selecting their prized purchases. I never stuck up for her when she was ridiculed or excluded for being poor. These memories have stuck with me. My intention now is to create an equitable and inclusive environment for my students—and to shape what memories stick with them.
What polices and practices do you use to level the economic playing field for your students?
Clift works in an after-school program for youth and as the communications intern for the Colorado Coalition Against Sexual Assault.
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