Living in Poverty Affects Our Children; GrapeSEED Can Help – Part 1
February 2nd, 2026
Over the next three weeks, we are going to explore poverty: what it is, what it means for our students, and what we as educators can do to give all of our young English language learners hope and the chance at a successful life, regardless of their socioeconomic background.
More than 16 million children in the United States today are living in poverty. That word—poverty—tends to conjure up a variety of images, ideas and opinions in all of us, some based on stereotypes, some based on media, and some based on our own life experiences and perspectives.
What is poverty, anyways? In reality, poverty is “ a chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects the mind, body and soul.” Wait—-what? Our sweet little students’ minds, bodies and souls are being affected ? Whoa. Pretty powerful, isn’t it? Needless to say, poverty is very complex and the factors surrounding it are emotional, unique and certainly very personal.
Consider these five different types of poverty that may be affecting the students and families that are part of your school community:
- Situational Poverty – Caused by sudden crisis or loss and is usually temporary. Events causing situational poverty include environmental disasters, divorce, and severe health problems.
- Generational Poverty – Occurs in families where at least two generations have been born into poverty. Families living in this type of poverty are not (yet) equipped with the tools to move out of their situations.
- Relative Poverty – Refers to the economic status of a family whose income is insufficient to meet its society’s average standard of living.
- Urban Poverty – Occurs in metropolitan areas of at least 50,000 people. The urban poor deal with complex aggregate stressors (crowding, violence, noise) and are dependent on often-inadequate large city services.
- Rural Poverty – Occurs in non-metropolitan areas with populations below 50,000. There are more single-guardian households, less access to services, less support for disabilities and less quality education opportunities. Programs encouraging transition from welfare to work are problematic in remote rural areas, where job opportunities are fewer. The rural poverty rate has exceeded the urban rate EVERY YEAR since data collection began in the 1960s.
So what can living in impoverished conditions look like in the United States? According to the work of Eric Jensen, a renowned researcher, here are some of the characteristics:
- Long-term unemployment
- Low-wage jobs
- Limited job skills
- Homelessness
- Cramped housing – more than one family to a home
- Non-energy efficient housing
- Housing in need of repair
- Unreliable transportation
- Limited or no assets
- Lack of quality child-care
- Incarcerated family members, be they children or parents
Now that we know exactly what poverty is, we’ll take a look at some of the obstacles children are facing in Part 2 of Living in poverty affects our children; GrapeSEED can help.
And for a longer video on the topic, look here to find out more about how poverty affects education.
February is a unique moment in the school year: routines have been established, students are settled, and teachers can clearly see areas of growth as well as emerging needs. It’s also a natural pause before the busy spring months. All of this makes February an ideal time to reflect and to look ahead. For multilingual learners, what happens after the school year ends matters more than we often realize. The Summer Learning Opportunity Extended breaks can unintentionally slow language development, particularly in listening, vocabulary, and verbal confidence. However, when summer instruction is intentional and well designed, it can do more than maintain progress—it can accelerate it. The key is ensuring summer learning feels inviting, engaging, and developmentally appropriate. What Works for Young Language Learners Effective summer language programs share common elements that support growth without feeling like “more school”: A low-stress environment where students feel comfortable taking risks with language Consistent exposure to English through stories, songs, shared reading, and movement Natural repetition and routine that strengthen foundational English language skills Multi-sensory learning experiences that keep students engaged and motivated When language is experienced rather than practiced in isolation, children remain curious, confident, and connected. Why February Is the Time to Think Ahead February isn’t about making immediate decisions—it’s about asking the right questions: How can summer learning support language development without burnout? What experiences will help students feel successful and excited to learn? How can summer instruction align with the strengths of our school-year approach? Exploring these questions now allows schools to plan thoughtfully rather than reactively. A Season for Planting Ideas Strong summer programs build on what young learners love most—music, stories, movement, and interaction—while quietly reinforcing the language skills they need to grow. February offers the space to imagine a summer experience that supports continuity, confidence, and joyful learning long after winter fades. Ready to learn how GrapeSEED can be a meaningful part of your school’s summer learning?
If you’re an elementary teacher working with multilingual learners, you already know your work is full of heart, hustle, and highlighters. But let’s be honest—supporting language learners takes a lot of energy. That’s why self-care isn’t a luxury. It’s a must. You’re juggling language development, academic growth, cultural connection, and emotional support. And while your students are growing every day, you need time to recharge, too. Here’s a quick self-care recipe to keep your cup full: 🧡 Smiles: Find Joy in the Little Things Celebrate the small wins: a new vocabulary word, a student’s laugh, a kind moment. Write one highlight on a sticky note each day. It’s a mood booster—and a reminder that you’re making a difference. 🍎 Snacks: Fuel Your Body (and Soul) Don’t skip lunch! Keep a stash of healthy snacks (and maybe a treat or two) nearby. Food is fuel, and sometimes chocolate is emotional first aid. 🧠 Sanity: Protect Your Peace Say no to that extra committee if you’re overwhelmed. Take 5 minutes to breathe or stretch between lessons. Step outside during a break of any kind, even for just a second or two. Talk to someone who “gets it”—sharing helps lighten the load. You Matter Your students need you AND they also need you to be okay. When you take care of yourself, you’re showing them how to care for themselves, too. So go ahead, teacher: smile, snack, and protect your sanity. You can’t do it all , but you CAN do a lot more when you’re well. At GrapeSEED English for Children, we value teachers and work to make certain that those using our curriculum feel supported. With a personal Professional Learning Specialist that teaches can communicate with anytime, a teacher portal, on-demand PDs and so much more, we’ve got our teachers covered! Ready to learn more about getting started with GrapeSEED in YOUR classroom? Just click here for more information.
January is the season of decluttering, but in schools, it’s about clearing space for what truly matters! This month’s blog explores how thoughtful organization supports multilingual learners and why strong language systems are worth keeping. A little clarity now can create momentum that lasts all year… and beyond!
The new year is a perfect time for reflection and renewal—not just for us, but for our students, too. After a long winter break, January offers a natural opportunity to revisit and reinforce classroom routines and procedures, especially in multilingual classrooms where clarity and consistency are key to helping all students feel secure and successful. For multilingual learners, routines are more than just classroom management—they provide language-rich structures that support understanding, reduce anxiety, and foster confidence. Whether students are newcomers or have been learning English for years, a clear and predictable environment helps them focus on learning rather than guessing what’s expected. Start the month by gently reviewing procedures: entering the classroom, transitioning between activities, participating in group work, asking for help, and using classroom materials. Model each step and invite students to demonstrate, using visuals, gestures, and multilingual supports when possible. Pair verbal directions with pictures or sentence stems to help students connect words with actions. This not only aids comprehension, it builds community and shared responsibility. Remember, reviewing routines isn’t about enforcing rules—it’s about resetting the tone for a peaceful, productive, and joyful classroom. Make space for students to share what helps them learn best and celebrate the positive habits they already bring with them. By investing time in January to revisit expectations with warmth and intention, you're setting the stage for a second half of the school year filled with growth, laughter, and learning—for every student, in every language.
