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Generational Poverty (Charles & Cole, 2019); Institutional Racism/Classism (consider Native American Reservations and their former policies); Poor Adult Choices (consider a parent struggling with addiction), and much more. Poverty is complex, but many of our students do live in poverty, and it's important to understand how poverty can impact education.

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Consider ELL students; consider students living in '"refugee safe zones" across the US. Consider how even American English-speakers vary by race, ethnicity, religion, location, and much more.

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Most humans progress through the various stages of childhood/teenage development. Each stage is unique, with various abilities and newfound abilities emerging each year (Charles & Cole, 2019).

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Behaviors from students who live in poverty can sometimes manifest as misbehaviors, either real or perceived. One type of misbehavior would be "informal" or "inappropriate" responses/body language. For instance, a student living in generational poverty may not know that some adults consider a shurg and eye roll as rude. Another way poverty manifests as unwanted behaviors would be through disengagement. If a student's basic needs (think Maslow) are not being met, then that student, who may be hungry or sleepy, is obviously not going to want to engage and may instead sleep or actively try to be suspended (Charles & Cole, 2019).

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Perhaps not misbehavior, but a difference in values/understanding. In some cultures, it is not acceptable to make eye contact with a person of authority (Charles & Cole, 2019); in some cultures, women cannot shake the hand of a man who is not family.
Another type of "misbehavior" relates to classroom communication. What some teachers may assume is aggressive/disrespectful is a normal way of speech in that's child's community (Charles & Cole, 2019).

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Certain misbehaviors can manifest, depending on age. For instance, young children tire easy and are unable to sit still for long; a child who is tired will likely become disruptive. In contrast, young teenagers often become highly aware of societal woes, coupled with their own sense of parents' relinquishing some control; this can prompt students to back-talk, distrust authority, and experiment with general rule-breaking (Charles & Cole, 2019).

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Teachers must be age appropriate. For instance, for small children, their reasoning abilities are not developed yet. A small child may not be able to answer questions as to why they are restless or misbehaving (Charles & Cole, 2019).

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Ruby K. Payne suggests that teachers work to teach our students in generational poverty the "hidden messages" of middle-class society. For instance, instead of reprimanding a student who doesn't understand acceptable body language, model for them what is appropriate (Charles & Cole, 2019).

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As part of being age appropriate, avoid power struggles with middle-school and high school students. Try to address inappropriate behaviors one-on-one, as older students will try to "save face" when confronted by authority in front of their peers (Charles & Cole, 2019).

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Know when not to be punitive. If a student is hungry and therefore disengaged, consider having snacks in your desk for these students. Consider if there are programs that allow for students to take food home with them from school. Find community support for these students.

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Teachers need to be culturally responsive. This means that teachers are not unfairly disciplining students for factors beyond their control. Instead, teachers should take the time to research and understand the communities represented in their classroom (Charles & Cole, 2019).

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Thread the students' cultures into your curriculum and classroom (Charles & Cole, 2019). For instance, consider respectfully including Pakistani-American authors and stories into your ELA curriculum. Consider inviting stakeholders from the students' various communities to be a part of the classroom/school experience.

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Charles, C.M. & Cole, K.M. (2019). Building classroom management: Methods and models (12th ed.). Pearson.