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By finding intervention points to enhance children's academic progress and achievement, analyzing the academic outcomes of single-parent children can aid in ending inter-generational cycles of disadvantage. The mental health and general well-being of a child might be affected by their academic performance.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Although children's education is free from K-12 grade, many children with immigrant parents do not take advantage of all the primary education benefits. Children who come from a household that contains at least one immigrant parent, are less likely to attend childhood or preschool programs. [68]
Additionally, 75 million school-age children (55% of them girls) do not attend school, with 47% of them living in sub-Saharan Africa. [5] Thus, the need to reduce hunger while increasing school enrollment in these children is evident, and school feeding programs have been developed to target this multifaceted problem.
Parent psychosocial health can have a significant impact on the parent-child relationship. Group-based parent training and education programs have proven to be effective at improving short-term psychosocial well-being for parents. There are many different types of training parents can take to support their parenting skills.
The benefits of social media in education stipulate how easier the communication between individuals becomes. However, others will argue that it excludes the vital tacit knowledge that direct, face-to-face interpersonal contact enables, and that social learning is bound up with physical and spatial learning.
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Evidence shows that education and intelligence have a complex interaction, and this is demonstrated in a longitudinal study by Richards and Sacker. [9] They collected data from the British 1946 birth cohort and investigated how childhood intelligence was predictive of other outcomes later in life including educational attainment and mental ability at 53 years old (using the National Adult ...