A tragic prose poem in far too many verses.
New Zealand elected a Government that promised to introduce national standards so that every single child could read, write, and do maths when they left school. That is what the country voted for. No matter what the briefings say, no matter what the Opposition may say now, almost one in five children failed. They failed under the previous Government.
The member should be well aware that across the population there is a range of levels of ability and that there are, conventionally, thought to be something like one in five children who may have difficulty even fitting into the discipline structure of a school, which makes it hard to learn.
One in five children suffer from a mental health problem, according to a new report. The Mental Health Foundation (MHF) says up to 20% of children suffer some form of mental problem, while 10% need professional help.
Prevalence statistics suggest that one in five South African children (aged between 0-19 years) has a mental disorder
For example, the 1999 U.S. Surgeon General’s Report states that approximately one in five children and adolescents in the U.S. exhibit the signs or symptoms of mental or behavioral disorders. ADHD is the most common chronic mental health problem among young children. It is characterized by an inability to pay attention (inattention) and/or hyperactivity
One in five children have some type of learning disability, according to the American Academy of Pediatrics (AAP). Learning disability is a broad term that can cover many disorders. It is defined by the National Center for Learning Disabilities as a disorder that interferes with a person’s ability to store, process, or produce information, and creates a gap between one’s ability and performance. Children with learning disabilities may suffer from problems with speech, language, reading, mathematics, concentration, or reasoning
According to the National Institutes of Health, one in five Americans is learning disabled.
One in five children in Australia experience some form of learning difficulty
Mental health problems in young people are increasing in frequency and severity, with one in five children and adolescents affected.
Even in high-income countries, it is estimated that more than one in five females experienced some form of sexual abuse as a child, and one in five children have experienced severe parental physical abuse.
A new survey by the Land Transport Safety Authority shows that nearly one in five toddlers are not properly restrained when travelling.
Although contact with the benefit system fell, as many as one in five children turning 15 in 2008 are estimated to have been supported by a main benefit for a total of seven or more of their first 14 years of life.
These shocking “third world” diseases are still with us today, at epidemic levels, because one in five children still live in poverty – and because for about a decade nearly a third of children did. For a generation of children, the damage from poverty to their health and development will often last a lifetime.
The report confirms New Zealand’s high rates of child poverty, and generally poor living conditions for children in low-income families. One in six New Zealand children lives in poverty, using the most stringent (50% of median income) poverty measure. Using a more realistic poverty measure of 60% of the median income, one in five New Zealand children live in poverty.
More than one-in-five children are living in poverty, the report says, putting them at risk of educational failure, undermining job prospects and making them more likely to suffer sickness, abuse, or die young.
Can it be mere coincidence that there are similar proportions (one in five) of New Zealand children in the Ministry’s ‘tail of underachievement’ as there are children in the greatest poverty that is, non-working, beneficiary-dependent families? Ministry of
Education propaganda forcefully reiterates the OECD line that teachers make the most difference to children in the classroom and therefore only teachers matter: when children fail, it is the teacher’s fault. While none of us would disagree that good teachers materially enhance young people’s life chances, it is quite something else to imply that the effects of child poverty are irrelevant to educational access, participation and achievement…
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