"We also found boys and children of low-SES families to be over-represented in SE” (Kavande et al., 2017).
“When greater familial advocacy or participation is necessary for children to receive optimal behavioral interventions in school, less economically advantaged children may not fully benefit. On the other hand, schools can be an important arena for less advantaged children to receive behavioral therapy and have the opportunity to develop skills” (Kim et al., 2019).
“Moreover, evidence indicates that low-SES children are more likely to be placed into lower-level ability groups, even when other sociodemographic factors and academic ability are statistically taken into account (Tach and Farkas 2006). These observations imply the obvious: teachers’ cultural biases play a major role in SE placement” (Kavande et al., 2017).
“Socioeconomic status has long been identified as a fundamental cause of health conditions, creating negative gradients for most health outcomes (Link & Phelan, 1995). This is not only because lower socioeconomic status groups likely have greater exposure to risk factors but also because they lack access to treatment options. Accordingly, we expect that lower SES families will have difficulties accessing and negotiating treatment options. When families lack the resources to secure adequate treatment for their children, behavioral interventions available at school could potentially help mitigate disparities” (Kim et al., 2019).