The purpose of this paper is to highlight the need for effective educational programming for students living in poverty. The reviewed literature outlines research that stresses the importance of self-regulation and working memory in learning, particularly for students living in poverty. As well, the paper provides a review of the research regarding the value of building relationships within classrooms, schools, and communities in order to encourage academic and social-emotional growth for students. Within the paper, the promotion of academic programming that integrates kinesthetic activities and social-emotional learning is also examined. Finally, the discussion section provides a focus and direction for the author's current and future practice as she aspires to be a change agent within her school for students who are experiencing poverty