Poverty in early childhood correlates with lower school achievement and reduced earnings as an adult. It is also associated with differences in brain structure and electrical brain activity. Brain activity exhibits repetitive patterns at various frequencies. More low-frequency activity has been associated with behavioral, attention, and learning problems. Higher-frequency activity has been associated with better language, cognitive, and social-emotional scores. [NIH Matters]

The study adds to growing evidence that interventions to relieve poverty can affect how infants’ brains develop. Photo Juliya Shangarey 

Some evidence suggests that children from lower-income families tend to have more low-frequency activity and less high-frequency activity than those from higher-income families. But it’s not clear whether poverty causes these changes in brain activity or is merely associated with other factors that cause them.

To find out, researchers created the Baby’s First Years study, a randomized controlled trial of poverty reduction in early childhood. In this study, 1,000 low-income mothers of newborns received a cash gift for the first several years of their children’s lives. The size of the gift was randomly chosen to be either $333 or $20 per month. The mothers could spend the money in ways that made the most sense to them, with no strings attached.

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