The National Institute of Education (NIE) conducted a study on lower-income secondary students in Singapore, revealing the group’s diversity rather than uniformity [1, 2]. The study identified five distinct profiles among financially disadvantaged students, based on self-reported attributes such as study habits, emotional support, adaptability, and well-being [1, 2].
Researchers analyzed data from more than 6,700 Secondary 1 students across 28 schools, including about 1,600 from the lowest income deciles [1, 2]. Among approximately 600 students in the least affluent group, over 10% were found to thrive in multiple areas including academic study, well-being, and adaptability [1, 2].
About one third of the students performed well academically despite mixed levels of emotional support and coping abilities [1, 2]. The remaining students fell into three categories: those functioning adequately, those coping despite significant constraints, and those experiencing high overall developmental risk [1, 2].
The study highlights that while financial disadvantage increases vulnerabilities, factors like individual adaptation, varied support systems, and well-being strongly influence student outcomes [1, 2]. However, financial disadvantage still hinders the academic benefits of early success when compared to more affluent peers [1, 2].
Azilawati Jamaludin, an NIE associate professor involved in the research, said, “Our question became – if all these students are financially disadvantaged, why do some flourish while others struggle?” [1].
This study is part of the larger NIE DREAMS project, which started in 2023 and follows over 7,000 adolescents through their secondary school years to investigate key domains of adolescent development [1, 2]. The findings offer a detailed picture of diversity within lower-income students and underscore multiple factors affecting their educational experiences [1, 2]. The project continues to track participants through their four- or five-year secondary school journey.
