Income Insufficiency and Low Wages

Through a Local Data Lens

Income insufficiency is a measure of financial hardship that compares family income to estimated family expenses. While poverty rates are widely used as a measure of financial hardship, there is evidence that poverty rates rely on outdated assumptions, which can lead to underestimated family expenses and financial hardship. The income insufficiency measure is designed to supplement analysis of financial hardship based on poverty rates by accounting for factors not considered in poverty calculations. View data notes for this measure.

Data Visualization

Income Insufficiency (2018)

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Safe and Stable Housing

Through a Local Data Lens

When a significant portion of a household’s income is devoted to housing expenses, there is less money available to cover other basic needs such as food, health care, and transportation — a situation which may result in financial insecurity. Housing cost burden measures housing expenses as a percentage of household income. The threshold for housing cost burden is when a household spends more than 30% of their income on housing expenses. Expenses include rent payments, mortgage payments, utilities, insurance, and other fees. The data below represents the percent of children who are living in households experiencing housing cost burden. View data notes for this measure.

Data Visualization

Child/Youth Housing Cost Burden (2015-19)

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Safe and Stable Housing

Through a Scan of Published Literature

About this Literature Scan  |  Glossary terms used in this section: affordable housing, housing cost burden, housing stability, severe housing cost burden

A number of complex factors impact educational outcomes for children and students, and increasing research points to housing stability as one of the most critical components of academic readiness and success [2]. Researchers suggest that homelessness or unstable housing is damaging to academic achievement and can have lasting implications for academic performance, high school graduation, the pursuit of a post-secondary degree, as well as general wellbeing in adulthood and throughout the lifespan [4]. Children who experience homelessness, unstable housing and/or frequent residential moves can have difficulty building relationships with their teachers and peers, adjusting to new classroom routines and settings, and lose critical classroom and instruction time which can hinder their ability to transition from grade to grade [4]. 

Housing stability is a complex issue facing many communities, and a growing amount of literature reports that if properly addressed, housing could “support pathways to academic success” [2]. The four dimensions of housing viewed as most critical by Cunningham and MacDonald include,  housing quality, residential stability, affordability, and location of neighborhood [2].

When thinking about barriers to safe and stable housing, housing cost and affordability are critical to the discussion. If housing costs exceed 30% of a family’s income they are considered to be ‘housing cost burdened;’ families are considered to be ‘severely housing cost burdened’ when 50% or more of their income is used to cover housing cost [3]. When families are forced to allocate more money to pay for housing, they have less money for additional needs and they are less able to save or cover unexpected expenses in the event of an emergency; which makes them more susceptible to housing loss or displacement [3]. Allocation of more funds to housing may also force families to forgo additional supportive resources such as tutoring and extra curricular activities for their children [2].

Mental Health and Wellbeing

Through a Local Data Lens

Mental health and wellness is a critical factor in student success. To measure youth mental health and wellness we are using a self-report survey that is administered by the Forsyth County Department of Public Health every few years called the Youth Risk Behavior Survey. The most recent year of data available is for high school students from 2017. View data notes for this measure.

Data Visualization

Mental Health and Wellbeing (2017)

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Mental Health and Wellbeing

Through a Scan of Published Literature

About this Literature Scan  |  Glossary terms used in this section: mental health, Youth Risk Behavioral Survey

Mental health and wellness is an important component of the success and wellbeing of children and students. Healthy development in the early years provides children with a foundation for lifelong physical and mental wellbeing. 

Students experiencing mental health challenges can have difficulty concentrating, making connections with peers, and difficulty succeeding in school [5]. It is important for students and families to have access to resources and supportive services to support shared understanding, provide necessary screenings, and help families navigate mental health related needs [5,6].

A growing number of school systems and community supportive services recognize the need and opportunity to better equip and educate our students, parents, and teachers about mental health and available resources [6]. Students can experience a lot both at home, in school and in their day to day life that they may not always know how to manage. Factors like students experiencing bullying, conflict with peers, threats of violence, and or rejection can lead to experiencing mental health related challenges like symptoms of depression and anxiety or difficulty adjusting and self regulating [7].

Unmet childhood or adolescent psychosocial needs or concerns can have a lasting impact on students ability to learn and as they continue to develop throughout the lifespan [8].  A key component of meeting this need is being able to identify potential mental health concerns or challenges and connect students and families to relevant, culturally competent, and affordable services.  

In an effort to promote mental health wellness and preventive care, researchers suggest utilizing school-based settings to screen and connect students and parents/caregivers to supportive resources [5,6]. Teachers and students spend a significant amount of time in the classroom and teachers may observe behaviors that could be better supported if properly addressed by being connected to a qualified professional [8,9]. 

While considerable efforts have been made to support students, some schools and service providers may have difficulty sustaining programs and practices that meet the needs of students, families, and the community due to funding [6,8]. As a community we must continue to educate, invest, and support our students and families around mental health and wellness in order for them to thrive and be successful.

Physical Health

Through a Local Data Lens

Physical health is a critical factor in student success. To measure youth physical health we are using a self-report survey that is administered by the Forsyth County Department of Public Health every few years, the Youth Risk Behavior Survey. The most recent year of data available is for high school students from 2017. View data notes for this measure.

Data Visualization

Physical Health (2017)

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Physical Health

Through a Scan of Published Literature

About this Literature Scan  |  Glossary terms used in this section: Youth Risk Behavioral Survey

It’s widely accepted that our early experiences can impact our development and outcomes throughout the lifespan [10]. Early childhood is a period characterized by significant development that is impacted, positively or negatively, by external factors like stress, poverty, and limited access to resources [10]. 

A student’s health status can impact behaviors, academic performance, school attendance, and self-esteem [11]. When thinking about student outcomes, it is important to consider measures of both academic and health outcomes [11]. Food and nutrition programs and policies should be considered to ensure students have access to free and reduced lunch; such programs have been shown to reduce hunger and promote positive academic outcomes among students [11]. Health promotion programs and efforts in schools must consider long-term strategies to sustain their efforts and increase their capacity to ensure students are afforded the support and services needed to thrive and be academically successful [12].

Researchers argue that if we hope to better support individuals throughout the lifespan we must address “poorly constructed systems” that impact childhood health; if not addressed, these poorly constructed systems can  impact childhood health outcomes into adulthood [10]. Researchers suggest developing a framework that considers social, cultural, and economic factors that impact health outcomes that could then inform program design, and investment in early childhood policies [10]. The policies should also consider collaborative opportunities with families and communities in support of healthy child development [10].

Discrimination and Disparities in Discipline

Through a Local Data Lens

Time that students spend out of the classroom for disciplinary reasons can disrupt learning. Importantly, students of color are more likely to receive a suspension. This measure represents the short-term suspension rate or the number of combined in-school and out-of-school suspension incidents per 100 students. All the suspension incidents reported here are for 10 days or fewer. View data notes for this measure.

Data Visualization

Disproportionate Discipline (2016-2020)

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Discrimination and Disparities in Discipline

Through a Scan of Published Literature

About this Literature Scan  |  Glossary terms used in this section: discrimination, implicit bias.

Discrimination and bias are deeply rooted in a number of systems and polices in the U.S. and throughout the world. A considerable amount of research has been done highlighting the specific impact of racial discrimination and bias and how it shows up in various aspects of life [13]. In addition to literature, it’s important to acknowledge the very real lived experiences of individuals, groups, and cultures that continue to navigate various forms of discrimination, and experience harm from discriminatory practices. For the purposes of this discussion, we are focusing on the impact of racial discrimination and bias on our education system, student discipline, and its impact on educational outcomes. 

The education system in the U.S. as it stands does not fully support the equitable growth and development of all students, especially students with intersectional identities such as class, race, ethnicity, nationality, ability, etc. (e.g. a student with a disability who is also African American and experiencing poverty) [13]. A number of factors like school discipline, general policies, poor teacher-student interactions and bias within education policies and practices can negatively impact student experience, and the ability of students to thrive and be successful in school [13,14,15].

It has been well documented that Black and Brown students are more likely to face harsher disciplinary action when compared to their white peers [14,15]. Experts point to the role of implicit bias and the complex interaction that occurs between students, school administrators, teachers, and school security when an incident occurs [14]. Implicit bias can be described as “how attitudes and stereotypes impact our understanding and decision-making in an unconscious way” [14]. So when a student gets in trouble there are a number of factors at play that can impact the way the infraction is viewed by administration, security, and/or teachers and, therefore, how the student is disciplined and the lasting consequences they face [14].  

Harsh disciplinary action can have a number of effects on a student, such as a loss of classroom instruction time or even interactions with law enforcement due to referral or arrest which can have lasting implications for a student’s wellbeing, and record [15]. A school’s administration and leadership are responsible for the safety of all of their students, therefore a discipline policy and procedure must be in place. To accomplish this, researchers suggest developing strategies that reduce “racialized over-discipline,” investing in training for educators related to racial literacy and implicit bias, as well as more holistic models like restorative justice that center community and help students navigate conflict [15].