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Cited by 624Food Security and Health in Diverse PopulationsChild Abuse and TraumaChild Nutrition and Water Access

State of the Art Review: Poverty and the Developing Brain

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Johnson, Sara B., Riis, Jenna L., Noble, Kimberly G.·2016·Pediatrics
DOI 10.1542/peds.2015-3075PMC PMC4811314
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Abstract

In the United States, >40% of children are either poor or near-poor. As a group, children in poverty are more likely to experience worse health and more developmental delay, lower achievement, and more behavioral and emotional problems than their more advantaged peers; however, there is broad variability in outcomes among children exposed to similar conditions. Building on a robust literature from animal models showing that environmental deprivation or enrichment shapes the brain, there has been increasing interest in understanding how the experience of poverty may shape the brain in humans. In this review, we summarize research on the relationship between socioeconomic status and brain development, focusing on studies published in the last 5 years. Drawing on a conceptual framework informed by animal models, we highlight neural plasticity, epigenetics, material deprivation (eg, cognitive stimulation, nutrient deficiencies), stress (eg, negative parenting behaviors), and environmental toxins as factors that may shape the developing brain. We then summarize the existing evidence for the relationship between child poverty and brain structure and function, focusing on brain areas that support memory, emotion regulation, and higher-order cognitive functioning (ie, hippocampus, amygdala, prefrontal cortex) and regions that support language and literacy (ie, cortical areas of the left hemisphere). We then consider some limitations of the current literature and discuss the implications of neuroscience concepts and methods for interventions in the pediatric medical home.

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  • Children who experience the greatest dysregulation in the face of stress and adversity may be more malleable and stand to benefit most in the context of supportive, enriched environmental supports and interventions.

    “These children also may be more malleable and stand to benefit most-in the context of supportive, enriched environmental supports and interventions”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Johnson et al., 2016

    The review’s discussion of differential susceptibility (indexed as Abstract; page unavailable) says some children are more responsive to both positive and negative environments. Its “Implications for Pediatric Practice” section says young people’s systems may be malleable in response to intervention. It does not establish that children with the greatest stress-related dysregulation benefit most from supportive interventions. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Neural plasticity leaves the brain vulnerable to poverty-related risk factors, which can cause lasting insult to the brain regions that support cognitive skills.

    “However, neural plasticity also leaves the brain vulnerable to poverty-related risk factors, which can cause lasting insult to the brain regions that support cognitive skills (Johnson, Riis, and Noble 2016).”

    From Early Family Experiences and Neural Activity in Rural Pakistani Children: The Differential Role of Gender (2024) · cites this paper as Johnson, Riis, and Noble 2016

    The Brain Structure and Function section says that regions supporting language, literacy, and executive functions may be particularly vulnerable to poverty-related factors. The discussion of plasticity also describes heightened sensitivity to environmental stimuli during brain development. But the Limitations of Current Literature section says evidence about poverty’s long-term effects on brain development is sparse; the review does not establish the claimed lasting insult or causal certainty. Page numbers are unavailable in our copy. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

  • The principles of the science of individuality are consistent with research on the differential effects of interventions, the historical and phenomenological factors that affect individual responses to adversities, and the neurobiological factors involved in individual differences in plasticity and susceptibility to environmental influences.

    “The principles of this science are consistent with a range of fields, including research on the differential effects of interventions (Kellam, Koretz, & Mościcki, 1999), the historical and phenomenological factors that affect individual responses to adversities (Spencer, 2007), and the neurobiological factors involved in individual differences in plasticity and susceptibility to environmental”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Johnson, Riis, & Noble, 2016

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Cited by

Sorted by citations

Authors
Johnson, S. B., Riis, J. L., & Noble, K. G.
Affiliations
  • Johns Hopkins University (US)
  • Columbia University (US)
ORCID
Venue
Pediatrics
Publisher
American Academy of Pediatrics (AAP)
Published
2016-04-01
Volume
137
Issue
4
ISSN
  • 0031-4005 (ISSN-L)
  • 1098-4275
DOI
10.1542/peds.2015-3075
PMC
PMC4811314
OpenAlex
W2300556435
Cited by
624
References
0
Citations by year
2026: 42 · 2025: 43 · 2024: 57 · 2023: 52 · 2022: 78 · 2021: 90 · 2020: 113 · 2019: 47 · 2018: 55 · 2017: 36 · 2016: 8
FWCI
9.29
Type
journal article
Language
en
Open access
Locations
  • PEDIATRICS (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
  • eScholarship (California Digital Library) (submittedVersion)
Funders
National Institute on Drug Abuse (K01DA027229)
Topics
  • Health Sciences › Health Professions › General Health Professions › Food Security and Health in Diverse Populations
  • Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
  • Health Sciences › Nursing › Nutrition and Dietetics › Child Nutrition and Water Access
Keywords
child poverty, socioeconomic status, brain development, neuroplasticity, epigenetics, environmental enrichment, material deprivation, cognitive stimulation, nutritional deficiency, parental stress, environmental toxins, hippocampus, amygdala, prefrontal cortex, language and literacy, developmental delay, pediatric medical home
MeSH terms
Brain, Child, Environmental Exposure, Humans, Maternal Deprivation, Poverty, Social Class, Stress, Psychological, United States, Health Status Disparities

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