Whereas regional data recognized failure to complete education was 45% (Marginson, n.d.). Milman (2013) alludes to the fact that nationally, disadvantaged children are 20% less likely to complete school than affluent children. The reasons for dropping out early vary from student to student, some drop out due to personal life influences, such as financial problems, pregnancy or other family-related issues. But for many school dropouts it is a direct response to educational inequalities. Many resent education that they consider irrelevant to their lifestyle. Academic struggle to the point that no one cares, resulting in loss of hope and desire. Some even feel as if they have been forced out by school staff because they are considered too difficult to teach (Convissor, n.d.). Currently, 41% of low-SES students who drop out leave school without having found a job (Milman, 2013), which often leads to a cycle of poverty (Adams, 2014). As a teacher it is important to be aware of the disparities between social status and education. Understand the challenges that people with low SES encounter to better prepare their teaching practices. After all, the educator is the person on the front line, with perhaps the highest responsibility for providing support to disadvantaged people