Counseling and Educational Strategies to Promote Student Success for Students Living in Poverty
Format
Individual Presentation
First Presenter's Institution
Auburn University
Second Presenter's Institution
Auburn University
Third Presenter's Institution
Auburn University
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Strand #1
Academic Achievement & School Leadership
Strand #2
Family & Community
Relevance
Students living in poverty are often labeled “at-risk” because they are faced with barriers inside and outside of the classroom that often impact their academic and social and emotional success. The role of school counselors and teachers working in high poverty schools is often to provide interventions and support to help students living in poverty to overcome these challenges that can appear as other school related problems. The presentation specifically focuses on two of the 5H conference strands. The presentation addresses the “HEAD” strand by detailing counseling and educational strategies that focus specifically on closing the achievement gap for students living in poverty as well as ways teachers and school counselors can promote learning for all children and youth including those living in poverty. In addition, the strategies presented center on advocacy, educational support, and family and community engagement, thereby, addressing 5H strand “HOME” family and community.
Brief Program Description
This session will provide school counselors and teachers with educational and counseling strategies for working with students living in poverty. The strategies provided will be specific to each school level (elementary, middle, and high) as well as to the areas of educational support, advocacy, and engagement.
Summary
This session focuses on educational and counseling strategies for school counselors and teachers working in high poverty communities. This includes an emphasis on educational and counseling strategies to promote educational outcomes, advocacy, and addressing the needs of students living in poverty. Further, the session will outline the critical educational, mental health, and personal issues for students living in poverty. This includes the economic and educational challenges in high poverty schools. The session will provide strategies across elementary, middle and high school levels with specific consideration of advocacy, educational support and engagement of the community and families.
Evidence
Studies within the K-12 environment have suggested that teachers and school counselors may hold some negative stereotypes toward (Ricks, 2015) students living in poverty. In addition, research indicates that many school counselors and teachers have concerns about their level of preparation to meet these needs (Williams, Steen, Albert, Dely, Jacobs, Nagel, & Irick, 2016). Research also indicates that there is limited training for professionals on how to work within high need schools or with students living in poverty (Ricks, 2015; Williams, Steen, Albert, Dely, Jacobs, Nagel, & Irick 2016).
Biographical Sketch
Dr. Brandee Appling is an Assistant Professor in Counselor Education at Auburn University in the Special Education, Rehabilitation, and Counseling Department. Her research interests lie in school counseling, African American motherhood, Latinx student advocacy, the underrepresentation and experiences of gifted African American adolescent male students, and school counseling collaboration. Prior to her position as an Assistant Professor, she was a school counselor for 11 years.
Dr. Jamie Carney is the Department Head of Special Education, Rehabilitation and Counseling at Auburn University and where she is also a Humana Germany Sherman Distinguished Professor. Dr. Carney has been a Counselor Educator for over 25 years and her research focus includes working and training counselors, educators, and professionals to work with diverse populations. This has included most recently an emphasis on working with children, adolescents and families impacted by poverty. Her most recent publications and presentations have examined working with poverty issues within school and counseling settings.
Dr. Malti Tuttle is an assistant professor in Counselor Education at Auburn University in the Special Education, Rehabilitation, and Counseling Department. Her research interests lie in school counseling, Latinx student advocacy, English Language Learners, gifted students, and school counseling collaboration. Prior to her position as an assistant professor, she was a school counselor for 13 years.
Keyword Descriptors
poverty, school counselors, teachers, socioeconomic status, counseling
Presentation Year
2018
Start Date
3-6-2018 4:00 PM
End Date
3-6-2018 5:30 PM
Recommended Citation
Appling, Brandee Ph.D.; Carney, Jamie Dr.; and Tuttle, Malti Ph.D., "Counseling and Educational Strategies to Promote Student Success for Students Living in Poverty" (2018). National Youth Advocacy and Resilience Conference. 117.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2018/2018/117
Counseling and Educational Strategies to Promote Student Success for Students Living in Poverty
This session will provide school counselors and teachers with educational and counseling strategies for working with students living in poverty. The strategies provided will be specific to each school level (elementary, middle, and high) as well as to the areas of educational support, advocacy, and engagement.
