A Comparison of Poverty-Related Stress Among High School Students in Special and General Education

• In Event: Culture and Diversity in Special Education

Abstract

Research shows that students living in persistent poverty suffer from higher rates of psychological, social, and physiological stress that impact their ability to perform in school. Students with disabilities are especially vulnerable to poverty-related stressors because they may lack the social, cognitive, or executive functioning skills necessary to cope with their circumstances. The present study compared self-reported stress among students in the special and general education populations at two high poverty high schools, and concluded that students in special education experienced higher frequencies of poverty-related stressors and higher rates of stress at both schools. Additionally, students in special education were significantly more likely to miss school days to catch up on schoolwork as compared to their general education peers.

Author

• Leah Bueso, University of California - Los Angeles