Socioeconomic status (SES), which contains aspects such as cognitive abilities, emotional wellness, and social interactions, significantly affects adolescent age. Research repeatedly confirms that regardless of circumstances, adolescents with peers from low SES backgrounds are prone to be different in brain structure, temperament characteristics, and making decision processes than those from moderate to high SES backgrounds. These pervasive disparities often originate from weak access to material essentials such as exceptional education, health, and social support environment. Inequities that accompany low SES are associated with problems such as insecurity of finances and environmental deprivation, which make it difficult for children to follow the appropriate developmental pattern. Confronting socioeconomic inequality is extremely important as it determines the possible future outcomes for adolescents and their opportunities. In doing so, policymakers and stakeholders will be able to not only narrow down the opportunity gaps across diverse economic groups but also make sure that the necessary resources and support systems, such as guidance and counseling programs, are in place, facilitating healthy development during adolescence. In the end, such a problem facing SES belongs to the challenges that need to be eliminated so that adolescents can finally break through and become adults due to the circumstances where they are not in any way dependent on poverty. Here, I analyze some recent scientific research that clarifies the relationship between low SES and detrimental effects on psychological structures, perception, emotion, and decision-making processes of adolescence. This essay explores how economic status affects teenagers’ change while considering experimental data of studies that link (SES) with several developmental aspects and applying ecological systems theory.
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The research by Jenkins and his colleagues in 2020 examines the role of socioeconomic status (SES) in the development of subcortical regions in adolescents. The critical hypothesis within the article was whether the backgrounds of higher SES were connected to some of the subcortical brains and influenced them or not. By way of structural MRI scans and socioeconomic databases, the scientists discovered the correlation between lower SES and structural variations in the brain regions associated with threat processing and reward processing. This phenomenon is more common among women, thus showing a sex-specific effect. The data highlights the influence of socioeconomic differences among youth in brain development as it may lead to long-term memory and emotional and cognitive issues. The exploration of these mechanisms remains a principal topic for researchers, as well as for their further implications for adolescent development and wellness.
This research article by Strickhouser and Sutin (2020) is about a link between socioeconomic status (SES) and the temperament development of children from the age of 4 to the age of 15. Harvesting data from the Longitudinal Study of Australian Children, the research concludes that areas with worse familial and neighborhood socioeconomic status are related to more negative temperament, including less social relaxation, more reactivity, and a higher threshold to complete tasks. Family and environmental background were proposed as independent variables, which facilitated the investigation of individual temperament and its impact on the adolescent process. Children who have these positive interactions during preschool maintain the beneficiary elements even in favor of their adult personal features. The findings point out the long-lasting effect of childhood SES on temperament development, specifically in the areas of emotional and mental health, reaffirming the importance of improvement of social and economic conditions if we are to promote positive developmental outcomes across the lifespan.
This article by Sheehy-Skeffington scrutinizes how poor SES determines decision-making processes. This notion underscores the adaptive nature of the mind in low-income institutions. When people are faced with scenarios such as resource scarcity, environmental instability, and low social status, they always perceive the present needs to be more significant than long-term aspirations. The hypothesis argues that socioeconomic status reveals different patterns that could affect this thinking process at some particular moments, and this is where a lot of concerns have been expressed, especially for those adolescents from lo
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