Poverty brings out a chronic stress for the children and the families where they are brought up. Children who are raised in families with low income are at a risk of social and academic problems as well as poor health, which undermines the educational achievements. Incomes of the family appear to be more strongly related to ability of the children to the emotional outcomes that they have (Jones & Sumner, 2011). Timing of poverty is important for outcomes of children. Children who experience poverty in their preschool periods have low rates of school completion than those that experience poverty only in the later years.
Emotional and behavioral developments have been studied and there are indications that children from poor families suffer from emotional and behavioral problems than in children from non-poor families. Children who are exposed to the risk are mainly those in developing countries. In the countries, the children are in the greater risk of never attending school (Jones & Sumner, 2011).
Despite the effects of poverty on education of children and developments, there are examples from the low-income families that have thrived. Studies in twins with similar genetically make-up have shown that there are adaptation characteristics when children are raised in the same economic