Socio-economic status is a key determinant of health and is derived from people’s financial security, educational attainment, income and subjective perceptions of social classes. These elements of SES affect children in various dimensions. SES determines the quality of education that a child receives (American Psychological Association, n.d.). Children from higher-income families have access to better educational opportunities and can easily attain their potential. Additionally, SES determines the ease of access to information and resources to promote health, thereby influencing the health of an individual. Essentially, higher incomes provide better housing, schooling, healthcare, and recreation for children thus yielding positive health outcomes. SES also affects the behavior of children. Habits and behaviors vary with socioeconomic status. Low socioeconomic status is associated with lifestyles that support practices such as drug and substance abuse. Moreover, SES determines access to valuable information and resources that support behavioral change, particularly those that encourage positive behavior (Adler & Newman, 2002). Financial security affects the stress levels of children and their overall wellbeing. Children from low SES grapple with financial insecurities since their parents or guardians deal with many stressful life events such as insecure employment and economic strain. Consequently, children can suffer chronic stress resulting from overcrowding conditions, exposure to loud noises, and social isolation. In a nutshell, SES affects the children’s attainment of behavioral, cognitive, social and physical developmental goals.
Geography affects health and overall wellbeing of the children. Geographical locations determine the epidemiology of certain infectious diseases and the presence of risk factors for such infections. Children living in geographical locations that have higher disease prevalence or risk factors are likely to have poorer health indicators compared to those who live in health outcomes that do not have those indicators. Additionally, some geographical locations are threatened by high risks of unemployment. Hence, living in such areas denies children the very much needed stability that would enable them to attain their optimal potential. Children living in fear that their parents could easily lose their jobs or in anticipation of a change in their lifestyles are likely to suffer from depression or chronic stress.
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In a fragmented society, culture shapes the perceptions of people towards others and how they are treated. For instance, the development and implementation of environmental laws may only prioritize the needs of the dominant culture and ignore cultural minorities. Consequently, children from minority cultures could be vulnerable to environmental injustice as a result of exposure to pollutants. Culture is a key influencer of discrimination in society and affects the psychological wellness of children. Those from minority cultures are more likely to face prejudice which could affect their esteem and personality factors. Similarly, the sexual orientation of children also affects the way they are perceived in society. Children from the lesbian, gay, bisexual, and transgender families face social isolation due to the perceptions that people have against the LGBT community. The limited acceptance of sexual minorities in society forces children to hide their true sexual orientations for fear of being victimized. Furthermore, children from the LGBT community may not be optimistic about the future because of the challenges they will have to face in navigating the social and employment landscape.
The issue of gender diversity is still divisive in contemporary society and could affect the psychological development of children. If one gender is given dominance in culture or society, children of the other gender may feel disenfranchised and less confidence in their abilities. Essentially, recognition of gender diversity and supporting both genders is central to the overall wellbeing of children. Lastly, accessibility to material and information resources determines the capacity of children to improve their health and educational attainment (Russell, Deich, Padgette, & Cox, 2012). Those who have easy access to information will likely adopt lifestyles or behaviors that will enhance their health such as consumption of nutritious foods. Limited access to resources causes strain in children and could lead to behavioral disorders such as avoidant behavior.
Activities that youth programs can implement to support the students affected by the above factors could include sporting activities such as a game of football, bringing together all students; affected and unaffected. As the students play, they will interact, communicate, and understand each other better. Ultimately, some of the common stereotypes associated with these factors will be watered down (Russell, Deich, Padgette, & Cox, 2012). Alternatively, the affected students could be invited for a nature walk on a nearby trail or park. The students will be allowed to form groups and walk together in those groups. The nature walk will allow them to disengage from their active life and therefore shed off any stresses they may feel. It will also give them chance to meditate and reflect on their lives and share their feelings with others. Eventually, this will enhance self-awareness and build their esteem for those who may have felt stigmatized in society. Importantly, the affected students will be ready to open up and seek help with the aim of improving their developmental outcomes. In many cases, children who are affected by these factors are not given ample opportunities to interact with their environment as other students, a situation that leads to fear and ultimately worsening their problems. Therefore, engaging them in activities such as sports and nature walks will help them form new perceptions about the world and themselves. Additionally, it will also help other students who may not be affected to better understand their colleagues and effectively support them to realize their dreams.
References
Adler, N. E., & Newman, K. (2002). Socioeconomic disparities in health: pathways and policies. Health affairs , 21 (2), 60-76.
American Psychological Association. (n.d.). Ethnic and racial minorities and socioeconomic status. Retrieved from https://www.apa.org/pi/ses/resources/publications/factsheet-erm.pdf
Russell, L., Deich, S., Padgette, H. C., & Cox, A. (2012). City strategies to engage older youth in afterschool programs. Strategy guide. National League of Cities Institute for Youth, Education and Families (NJ1) .
