"The dissertation shows that we are far from a world where all children have equal opportunities to develop their full potential," concludes Horoz. She researched the developmental differences between children growing up in families and schools with higher and lower socioeconomic status (SES). She specifically looked at the social, emotional, behavioral, and motivational development of primary school children from kindergarten to grade 6 of elementary school. The research provides a comprehensive picture of children growing up in lower and higher SES families and schools.
Inequality in Primary Schools
We know that the circumstances in which children grow up—combined with biological factors—are determining for their overall social development. Favorable conditions can have a positive effect, while less favorable conditions undermine development. Primary schools could ideally be the place to offer children equal opportunities despite differing circumstances and to reduce social inequality. Results from this research show that, despite all efforts, this is not succeeding well.
Solutions
In her research, Horoz provides several solutions that could help reduce this inequality. Effective preventive interventions at home and school before and during primary school years are necessary to promote equal opportunities and reduce social inequality. According to the researcher, there are three pillars we need to work on: supporting academic development, social-emotional learning (SEL), and supporting the behavior and self-image of this target group. Furthermore, schools and teachers should receive more support to promote equal opportunities within the classroom.
Horoz will defend her doctoral research on October 29 at VU University Amsterdam.