Date of Award


Publication Type

Master Thesis

Degree Name




First Advisor

Clinton Beckford


Marginalization, Mitigating Risk, Poverty, Resilience, Socio-Economic Status, Vulnerability




In this phenomenological design, I explored the perspectives of teachers from Windsor and Essex County, Ontario, Canada concerning their roles in mitigating poverty for students in their elementary school classroom. The study explored teachers’ viewpoints on the impacts of poverty when it comes to student learning and holistic school experiences, and the implications that these effects have on their roles as teachers. Data from Statistics Canada indicates that in 2017 Windsor and Essex County has the highest poverty rates in all of Canada and that as many as one in four children were living in poverty. The study used qualitative research strategies to explore how teachers, schools, and school boards are responding to the effects of poverty on students. The goal was to identify exemplary practices in local schools throughout Windsor and Essex County and within school boards that may offer lessons to other jurisdictions across Canada and elsewhere. The data collected from this research suggested that teachers in Windsor and Essex county are lacking the necessary training and professional development to work with vulnerable students. The teachers interviewed for this research suggested additional professional development in teachers college and throughout their career to support vulnerable students. Additional classroom supports and resources would also be beneficial.