By Washington University in St. Louis
An alarming 22 percent of U.S. children live in poverty, which can have long-lasting negative consequences on brain development, emotional health and academic achievement. A new study, published July 20 in JAMA Pediatrics, provides even more compelling evidence that growing up in poverty has detrimental effects on the brain.
In an accompanying editorial, child psychiatrist Joan L. Luby, MD, at Washington University School of Medicine in St. Louis, writes that “early childhood interventions to support a nurturing environment for these children must now become our top public health priority for the good of all.”
In her own research in young children living in poverty, Luby and her colleagues have identified changes in the brain’s architecture that can lead to lifelong problems with depression, learning difficulties and limitations in the ability to cope with stress.
However, her work also shows that parents who are nurturing can offset some of the negative effects on brain anatomy seen in poor children. The findings suggest that teaching nurturing skills to parents — particularly those who live below the poverty line — may provide a lifetime of benefit for children.
“Our research has shown that the effects of poverty on the developing brain, particularly in the hippocampus, are strongly influenced by parenting and life stresses experienced by the children,” said Luby, the Samuel and Mae S. Ludwig Professor of Child Psychiatry and director of Washington University’s Early Emotional Development Program.
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