Teaching with Poverty in Mind Quotes

“Some teachers may interpret students' emotional and social deficits as a lack of respect or manners, but it is more accurate and helpful to understand that the students come to school with a narrower range of appropriate emotional responses than we expect.”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“Common issues in low-income families include depression, chemical dependence, and hectic work schedules—all factors”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“Chronic, unmediated stress often results in a condition known as an allostatic load. Allostatic load is "carryover" stress. Instead of returning to a healthy baseline of homeostasis, the growing brain adapts to negative life experiences so that it becomes either hyper-responsive or hypo-responsive.”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

“healthy neuron, a stressed neuron generates a weaker signal, handles less blood flow, processes less oxygen, and extends fewer connective branches to nearby cells. The prefrontal cortex and the hippocampus, crucial for learning, cognition, and working memory, are the areas of the brain most affected by cortisol, the so-called "stress”
― Eric Jensen, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It