CASE STUDY ONE

SCENARIO: Jamal comes into your classroom as an honors student. He is a high achiever and comes to you regularly about his grade and
increasing his overall grade. He also does not like to work in teams because he wants to work individually for an A on every assignment. On
Wednesday you give a test to the class and Jamal gets a 90% on the test. Once you give Jamal's test back, he gets out of his seat and starts following
you around the room to ask questions why he got this grade while you are trying to hand back the remaining tests. CHOOSE WHAT YOU WOULD
DO:

A. You ask Jamie to sit down and tell him that we will go over the test shortly.
B. You tell Jamie to sit down and wait until you are done.
C. You acknowledge that Jamie is feeling stressed about the grade but reassure him that he will have an opportunity to increase his
grade.
D. You acknowledge that Jamie is feeling stressed about the grade then, ask him to have as seat so we can all go over the test and
make up requirements. You also ask Jamie to stay (2 minutes) at the end of class. After class you discuss with him why he thinks
displaying self-control is important, what are some ways he can display self-control in the future when he becomes stressed about
his grades and what plan he has for the future when he becomes stressed.

What area of the student’s backpack may be the issue?

This could be considered the social/emotional area of the student’s backpack. Jamal does not like to work with others, which means he may
struggle with peer interaction. I also relate this to the emotional aspect of the “backpack” because it seems like Jamal struggles with controlling
his emotions. He strives to get an A on every assignment, so when he did not receive an A Jamal acted in a way that was not appropriate and he
acted without thinking before acting.

SCENARIO: Tasja comes to class, is quiet, does her work, does not participate, and leaves promptly after the bell rings. She gets a solid 75%-80%
in class but it seems like she is just coasting through school. She rarely completes homework and can get by with minimal effort. She seems like she
is just slipping through the cracks. CHOOSE WHAT YOU WOULD DO:

A. Pull Tasja aside and tell her you think she could do better.
B. Ask Tasja to stay after school with you to work on the current lessons and homework.
C. Check in with her counselor to see if there is anything going on outside of school, preventing her from getting work done.
D. Do nothing, she is passing.

What area of the student’s backpack may be the issue?

Without speaking to the counselor or Tasia, it is difficult to determine which area of the backpack may be the issue, and it may be multiple
areas. Tasia may be struggling with her mental health and/or interactions with her friends. It seems as though Tasia does not enjoy school,
which may mean that she does not have many friends there. Maybe Tasia’s home life is going through some changes right now, and she can
not focus on school. This could also fall under the learning styles category. Maybe Tasia is not learning the content and that is causing her to
not want to put forth the effort. As a teacher, it is important to ensure I am using a variety of teaching styles.

SCENARIO: Isaiah comes to class every day late; he is always talking with his friends in the hall. When he gets to class, many times he is
unfocused and has difficulty following directions. At times he is humorous, but it consistently takes class off track. When you try to address the
behavior privately, he becomes loud and boisterous in class. CHOOSE WHAT YOU WOULD DO:

A. Call home and have Isaiah stay for detention.

B. Ask Isaiah to stay after class to talk with you about his behaviors. Have him complete a behavior contract with you and set a goal
with his own boundaries, rewards, and consequences.
C. Check in with his team to see if there is anything going on that you are unaware (current behavior plan in place, issues in other
classes, in process of IEP/504, contact home prior, etc.)
D. Do nothing, he is passing, and his humor really is funny.

What area of the student’s backpack may be the issue?

For Isaiah, without talking to him, it is difficult to identify one area of the backpack that may be the issue. This could fall under the
Social/emotional area, as it seems like Isaiah could be trying to “show off” for his friends and be trying to make them laugh. That may be the
only way he feels as though he can relate to them. This could also be related to Isaiah’s home life; maybe Isaiah does not receive much
attention at home, so he looks for it at school. Isaiah could also simply be struggling to understand the content, and instead of asking for help
he gives up and goofs off, which would be related to the learning style area of the backpack.
1. List the observations of student’s individual backpack:

Student A Class Observed: HS Health Age: 10th grade

1) What are the student’s interactions with peers, adults, and family?

The student struggles with his peer interactions; he wants attention from all of the adults. Although I
have not met his parents, I was told that this student has a difficult home life. His dad is an alcoholic and
we do not know much about his mother.

2) What is their level of self-awareness?

I do not think the student is very self-aware. He struggles with knowing when it is time to speak and
when it is not. He also has difficulty moving on from a conversation - for example, he will show you the
same thing five times to keep your attention on him.

3) Are they self-regulating?

Student A can self-regulate. He is able to recognize when he needs a break and will ask for one.

4) What is their motivation?

The student is very smart and motivated to do well in school. They are not as motivated to participate in
group work as they are to participate in individual activities or tasks.

5) How is the classroom building a sense of community and providing opportunities for this student?

My SBTE interacts with this student as she would any other student. She does not want him to feel as
though he is different from the other students and she holds him to the same expectations as everyone
else. She is helping to set him up for success by showing that she cares about him and listening to what
he has to say, but also by not giving him any special privileges. This student is very smart and functional
so he does not need any adjustment to his classwork or expectations.

6) What most observable backpack area is the student carrying? Justify your answer with observable
behaviors and fact finding.

The most observable backpack area that this student is carrying is the social/emotional aspect. This is
evident because the student clearly struggles with his peer relationships and understanding how to
properly interact with others. I also noticed that sometimes some of the other students in this class would
make a face if they have to be partners with student A. I think this student clearly struggles with his
social skills at school, and I think that it also happens at home. After talking to my SBTE, I learned that
this student is not well taken care of at home and does not have the social skills that he should.

7) When approaching this student how should I interact with them knowing this information?

I would interact with him as you would any other student. There may be times where you have to kindly
tell him that it is time to move on, and you may have to motivate him to work with a partner, but he
should be interacted with just like any other student.
Student B Class Observed: HS Health Age: 11th Grade

1) What are the student’s interactions with peers, teachers, and family?

The student interacts fine with their peers; in fact, they prefer group work and enjoy spending time with
their friends. However, student B avoids interacting with their teachers and most adults. She is very
quiet in class and does not participate much. I am unsure about how this student interacts with her
family.

2) What is their level of self-awareness?

It is difficult to determine this student's level of self-awareness without talking to them and getting to
know them. They seem to understand how to interact with their peers and they understand what they are
doing.

3) Are they self-regulating?

This student struggles to self-regulate. Although it does not happen much, this student has walked out of
class before when they became frustrated. They often need reminders to stay on task and need help
knowing how to regulate their emotions.

4) What is their motivation?

Student B struggles with motivation. They do not want to do their classwork and my SBTE said that
they hardly ever turn in their homework. While in class, they often put their head down and are not
interested in what is being taught or asked of them.

5) How is the classroom building a sense of community and providing opportunities for this student?

The classroom is helping build a sense of community and providing opportunities for this student by
using a variety of instructional strategies. My SBTE understands that this student prefers to work with
others and that they struggle with their coursework; she does all that she can do to help this student
succeed. My SBTE has a great relationship with this student and always takes time to try to talk to her.
My SBTE also uses a variety of group work and individual work – this way the student is able to do
what she is comfortable with but she is also being challenged to work outside of her comfort zone. This
will help her succeed later on in life.

6) What most observable backpack area is the student carrying? Justify your answer with observable
behaviors and fact-finding.

The most observable backpack area that this student is carrying is learning styles. The student learns
best when taught a certain way and this student needs to be motivated to do her work. One way to
motivate her is to ensure that we are using different teaching styles, and teaching engaging and
interesting lessons.

7) When approaching this student how should I interact with them knowing this information?

I think that with a student like this who can often lack motivation, it is important that you get to know
them well and show them that they can trust you. This will create some mutual respect and the student
will be more apt to participate or reach out if they need extra guidance.
2. Then, SOLVE THE PROBLEM by picking one of the students and research a lesson or strategy that
would be appropriate to address the backpack they come with? Create actionable steps to address the
student’s backpack area. Describe why you think this would work.

There are multiple strategies that would be useful in addressing the backpack that student two seems to have.
This student struggles with motivation and being able to self-regulate, they are very social around their peers
but seem to shy away from teachers. In my opinion, this student’s backpack area would be learning styles. I
think that the student learns best through hands on projects that involve group work; they struggle with
homework and focusing while in class. I also think that it is important that this student is taught using a variety
of teaching styles to help ensure that they are leaning the content. The first step in addressing this student’s
backpack is to check if the student has an IEP or 504 plan. As their teacher, I need to be aware if this student
should be receiving any special accommodations and if there is any necessary information that I need to know.
After checking for an IEP/504 plan, I would reach out to the school counselor and see if there is anything else I
should know about this student. I would also ask the counselor if this is a common occurrence for this student,
or if it is only happening in my class. The last thing I would do before speaking to the student is evaluate myself
as a teacher, am I setting this student up for success?

There was a study performed that found that when students are given a rationale for what they are being taught,
they are more likely to be engaged and focused on learning (Jang, 2008). I need to make sure that I am proving
my students with the why behind what we learn. Although there are many reasons that a student may have
inadequate academic performance, one of the reasons that stuck with me is an inadequate educational
experience (Hendricson & Kleffner, 2002). I think there are two pieces to this, one is what was discussed
earlier: am I providing the student with the effective instruction and using a variety of instructional activities?
The other piece that I took from that is the idea of getting to know your students. At my school district, one of
the main focuses is on the relationship that teachers are able to build with their students and the community
members. If my students do not trust and respect me, they will not put forth the effort that they should and they
will not feel comfortable in my class, which is an important aspect when teaching health education. If I am able
to get to know this student better, I will be able to create more meaningful assignments for them and I will be
able to provide them with the most helpful type of support (Harrington, 2023).

I think that after checking for an IEP, talking to the counselor, being reflective on my teaching styles, and
ensuring that I am getting to know this student, the final step would be to sit down and talk to this student. I
would ask them why they are struggling and what I can do to help them. We would come up with a plan
together to help this student succeed. If after this meeting, the student is still struggling, I would create a
behavior plan and get in touch with the students’ parents/guardians. If it continues, I would seek my
administrations support with this student. I think that all of these steps would work because after speaking to the
student I would be able to create rapport with them and know how to best help them.

References

Harrington, C. (2023). Creating Culturally Affirming and Meaningful Assignments.

https://doi.org/10.4324/9781003443797

Hendricson, W. D., & Kleffner, J. H. (2002). Assessing and helping challenging students: Part One, Why Do
Some Students Have Difficulty Learning? Journal of Dental Education, 66(1), 43–61.
https://doi.org/10.1002/j.0022-0337.2002.66.1.tb03507.x

Jang, H. (2008). Supporting students' motivation, engagement, and learning during an uninteresting
activity. Journal of Educational Psychology, 100(4), 798–811. https://doi.org/10.1037/a0012841
CASE STUDY TWO
The lesson that I made changes to was a lesson that would be taught to 6-8th graders about the topic of
stress management. The student whose IEP I used to make the changes to the assignments in the lesson is
classified as autistic. Throughout this assignment, I will refer to this student as Student One. This students IEP
team recently met, on January 16th, to review the students IEP and make any necessary changes, therefore, his
IEP is very up to date and relevant. According to the Student Ones IEP, he has shown great improvement over
the past year in his social skills and willingness to do school work. Although being in 6th grade, this student is
currently working identifying and spelling third grade sight words. The student is in the 12:1:1 classroom, but
he is doing very well in that environment. According to his IEP, some of the goals for Student One include
being more willing to work with his peers, being more willing to do tasks that he does not want to do, using
coping strategies when experiencing “big feelings”, and being able to identify all of the third grade sight words.
There are more, but I felt these would be most applicable for my lesson plan.
For Student Ones disability, there are classroom requirements that need to be met. According to the IEP,
all of the assignments in the class need to be broken down into manageable tasks, meaning we need to reduce
the number of items on a page in order to increase task completion. The student needs to be allowed flexible
seating; examples include a wobble seat, a chair at the carpet, and the ability to stand up during instruction. If
the activities or coursework are written above a third grade reading level, the text on the paper must be read
aloud to the student by an adult. The student is allowed to have access to noise canceling headphones when he
feels necessary, and he is allowed to have a three minute movement break anytime he sits or attends to a task for
more than 40 minutes. Student One is allowed access to any sensory tools throughout class in order for him to
be able to focus. His IEP also recommends the use of social stories to teach him difficult concepts. The student
does travel with his classroom's teacher aide, who will be there to assist student one when necessary.
After looking through my materials for this lesson, there are multiple changes that I would make in order
to ensure success for Student One. First, I would print a copy of the lesson slideshow and give it to the student
to look through while I teach. I would remove some of the photos and change some of the wording on the
slides, to help the student focus. Throughout the lesson, there are three “worksheets” given to students. The first
is an entrance ticket, second is an exit ticket, and third is homework for students. With all of these assignments,
there are changes that I would make. First, I made the space between the lines to write on bigger. This is
because in the students IEP it states that he uses paper with larger spaces between the lines, due to his large
handwriting. The second thing that I did was change some of the wording so that the student does not struggle
to understand the questions. I also erased a few of the questions on the homework. This is because on the
students IEP it states that we need to reduce the number of items on a page, and because some of the language
used would not be appropriate for this student to understand. I want Student One to be able to complete this
assignment without giving up, and if it is too difficult, he will give up.
 Another change that I made to the lesson relates to the homework and entrance ticket. They both
originally asked students for five ways to manage stress and five things that could stress a person out. I changed
these numbers for Student One to only two, because five would take him too long to complete and would be
difficult. The final change I made to the assignments was I allowed the student the option to draw or write the
things that could stress him out and the ways he manages his stress. This is because in his IEP it states that he
enjoys drawing, and it keeps him focused on given tasks. Other things I would do within this lesson to allow the
student the greatest possible success is I would print him a copy of the rubric and directions for the stress
management poster (I would also change some wording). This way, they are right there for him to look at. I
would also give him, or brainstorm with him, the topic for his poster. This would save time and help Student
One tremendously.
According to NYSED, it is required for all teachers who have a student with an IEP to read that student's
IEP and follow the guidelines that are provided (New York State Education Department, n.d.). Student Ones
IEP was created for a reason, I need to ensure that I am allowing the student to succeed in my class and I can do
that by reading and knowing his IEP. Before doing this case study, I would read my students IEP’s and sign
them but I never put too much effort into reading every single detail. After doing this assignment, I know how
important it is to make sure that I read every student's IEP and make sure that I am following the guidelines that
are provided for that student. It is unfair to the students if I do not follow the written accommodations for them
that are on their IEPs. They are there for a reason, and I want all of my students to have success and learn in my
class. They will have a hard time learning if I am unable to provide them with the best opportunities to learn
that I possibly can. These opportunities are written on their IEPs.

References
New York State Education Department. (n.d.). New York State Laws and Regulations Related to Special
Education and Students with Disabilities. https://www.nysed.gov/special-education/new-york-state-laws-and-
regulations-related-special-education-and-students
CASE STUDY THREE
Grace Campbell
Case Study 3
As an educator, it is my job to be a role model for my students and show them that they can trust me. At
Byron-Bergen CSD, our mission is to inspire, prepare, and support students using the values of humility,
compassion, and kindness. One of the things that we take pride in is the closeness of our community and how
much our teachers care about students. With that being said, there is one student who I can think of that is
challenging for me to deal with. This student is a fifth-grade student who I have for Health and PE class. For
Health class she is with only her homeroom classmates, so there are 23 of them in the room. This student is
almost always arguing with someone in her class or looking for someone to argue with her. I am going to refer
to this student as student one.
I see student one every day for PE and every four days for Health class. In Health class, we often sit on
the carpet. Student one is always yelling at her peers for “sitting too close” to her, even when they are not near
her. She often makes faces at other students and tries to start arguments. She struggles with any group or partner
work because it always turns into an argument with whomever she is working with. What really gets to me
constantly is the fact that student one also argues with me. Most of the times that I try to help resolve arguments
that involve this student; she begins to argue with me. She can never admit that she did something wrong or
inappropriate. This often causes a scene and easily interrupts other students' learning; it is not fair to them. I
think that this specific behavior bothers me because no matter what I try, she still argues with me. I have tried to
be understanding and listen to her side of things (almost every time), and I have tried to be stern with her.
Nothing works. It bothers me because it is almost as if she is in control. She does not care what I say, and it
feels as though she has no respect for me, no matter how often I show her respect.
I believe that there are many reasons that student one could be acting this way. First, I know for a fact
that this students' home-situation is not the best. She lives with her grandparents, and (from what I have heard
from our school counselor) they tend to give her everything that she wants. I also learned from the counselor,
and after speaking to this student's grandma on the phone, that student one stays up very late at night and is
constantly arguing with her grandfather. I think that part of the reason she may act like this is because it is what
she does at home. She may argue with her peers and myself because she is so used to everything being an
argument. The key to helping student one change her behavior is to understand what is causing it to happen
(Miller, 2023). It could be her home life, it could be her seeking attention, and it could be an underlying
undiagnosed disorder, such as oppositional defiant disorder. Without knowing student one and her family well,
it is difficult to determine why she exhibits these behaviors.
Although this is something that I have been doing, especially after writing all of this down and really
thinking about it, I believe that I need to continue being there for this student and showing her kindness.
Sometimes it is very frustrating and difficult to not get into a power struggle with her, but I need to be mindful
of what I say when I talk to her. I need to show student one that I care about her and that I want to hear what she
has to say. With that being said, I also believe that there should be a behavior plan that is put in place. Student
one has made other students cry (multiple times) throughout the school year by saying unkind things to them,
and she always refuses to apologize. The behavior plan should be created by her homeroom teacher, myself (a
special area teacher), the principal, a counselor, and student one. Student one should be there to help create this
and to help her understand what it is and why it is being put in place. For the behavior plan, I would use a three-
strike system. We would work together to create a “list” of what is unacceptable behavior and what could earn
student one a X. If she receives three strikes (X’s), she goes to the office for 30 minutes and speaks to the
principal; she also will have to fill out a behavior reflection sheet. After that, she gets to return to class but if she
receives another strike, she has to go to the office again, fill out a reflection form, and grandma gets called. This
is just an extremely rough draft, as I would use the input from the homeroom teacher, principal, and counselor
to help create this plan (the school probably has something that they would use or suggest). I think this would
be a great way to show student one that she is responsible for her actions and that she can not be mean to her
peers or be disrespectful toward her teachers.
I do believe that getting to know student one and showing her that I care about her is more important
than a behavior plan, but I also think that she needs to be held accountable for her actions. This plan would meet
the affective and academic needs of student one because those can both be addressed in the meeting where the
behavior plan is created. The academic aspect would be more up to her homeroom teacher, but maybe if student
one is refusing to do her classwork, she could receive an X. If the student responds well to positive praise, that
is something that I could also use as a strategy. If student one’s behaviors change and she does become less
argumentative over time or as different strategies are implemented and successful, we could get rid of the
behavior plan. I will show student one that I care about her and that I want her to succeed and have friends, but I
believe that her actions are causing her to have no friends, which is making things worse. The student needs to
be held accountable, but in a way that shows her that we care about her and want what is best for her.
CASE STUDY FOUR
Virtual Poverty Simulation Assignment
I attempted the simulation three times, I made it to day 22, day 23, and then on my third attempt, I made
it through the month with $12 left to my name. I would not say I was successful at all, given that rent was due
the next day and I still owed over $500 in bills. While doing this, every choice was difficult to make. I found
that when I attempted to budget from the start is when I was most successful, but it was very difficult. I found
that I put my health second, and I put my child’s health and wellness first. I decided to let them play on the
sports team and go to their friend’s birthday party. I also felt like the situation with my grandpa’s funeral was
important to attend. Reflecting on my choices, I always put others' needs before my own.

My health was not good throughout this simulation. I believe that my family's health seemed to be okay,
but I am unsure. I would pay for the small stuff, such as the laundry mat and $70 bill, but anything over $150
was very difficult to pay. When I was able to decide on food, I tried to find the most inexpensive food, but food
that I could make a meal with. I ended up getting eggs, bread, chicken, noodles, sauce, and some ramen. I felt
like I did a decent job trying to make meals for my family. I did have health insurance, but all three times that I
did this, I got the cheapest option for health insurance.

Other things that happened to me were losing my job, getting a ticket, having to get a tooth pulled,
another emergency procedure, my mother needing medication, and more. All of these are experiences that
people face every day, and it is difficult to make a decision in these situations. In the simulation I argued the
ticket, did not get the tooth pulled, opted to not get the window fixed, but I did get my mother the medication. If
I were actually experiencing these events, I would be under an immense amount of stress. I would like to think
that I would make these same decisions, but it is difficult to say that when I am not living through these
unfortunate experiences. One question that really got to me was the pet one. It said that my pet needed a $600
surgery or needed to be given away or put down. Having a dog (who is my child), that question was extremely
difficult for me because I did not have the money to save the pet; it was not even an option.

I could not imagine having to make that choice in real life, and there are people who have to do that
every day. If this simulation were real life, I like to think that I would have found another job or done
everything in my power to have not been fired from mine, but that is much easier said than done. When doing
this, I thought about my students. I know some of them have families who go through this every month, and it is
not fair to them. As their teacher, I know that I have to be there to help support them and care for them.

As of 2022, the poverty rate in the US was 11.5% (Schrider & Creamer, 2023). More than one out of
every ten families lives in poverty. Throughout the simulation, one determinant of health that had an impact on
me was environmental/outside influences. I was not able to control certain things such as losing my job, getting
a ticket, my window breaking, having to get a root canal, my toilet breaking, and more. These things happen to
everyone and happen often. Given that I was already below the poverty line when these events occurred to me, I
was not able to pay things that I needed to pay, or get things fixed that needed to be. This directly relates to the
determinant of economic stability. When looking at statistics, Blacks and American Indians had higher rates of
economic instability than other races (Schrider & Creamer, 2023). When comparing age and sex, there were not
any big differences in impacted groups. However, as education attainment increased, poverty decreased
(Schrider & Creamer, 2023). Economic stability includes many areas, such as employment, food security,
housing, and much more (Singu et al., 2020). A person's job status has an effect on their housing and how much
they can afford to pay for food. Economic stability has a multitude of effects on a person's health, and they are
all intertwined. If someone is unable to afford healthy foods, they will be at a higher risk for health related
issues. If they do not have a job, they can not afford to pay bills and may be forced to find a new home, or not
have a home. All of these play into each other.

One program that is designed to address economic instability and poverty is the SNAP benefits program.
SNAP stands for supplemental nutrition assistance program. The goal of this program is to reduce poverty and
food insecurity while stimulating economic growth (Food and Nutrition Service U.S. Department of
Agriculture, 2024). SNAP benefits have been around since 1939, although they looked very different then, it
provided us with the program that so many Americans use nowadays. The first person to ever receive SNAP
benefits in 1939 was actually a woman from Rochester, NY, which is only 15 minutes away from Brockport
(Shahin, 2014). In today's economy, to be eligible for SNAP, it is dependent on your household size and
income. One in seven Americans take advantage of the SNAP program (Ziliak, 2016). It is one of the most
widely used assistance programs in the US. As a matter of fact, while growing up, my family received SNAP
benefits and I remember how much it helped my mom to be able to afford groceries. In turn, it helped her
delegate money towards other bills and things that she was unable to afford at the time.

SNAP has proven to be an extremely effective program. It helps millions of Americans be able to afford
food to feed themselves and their families. Part of its success comes from its availability to people. Anyone who
meets the criteria is able to apply for these benefits and the structure of the SNAP program allows them to
respond quickly, especially as need increases (Keith-Jennings et al., 2019). The SNAP program has helped to
eliminate hunger and encourage better eating habits for families. It is a very successful and well-adopted
program. This program is used all throughout the US and has helped millions of people. I would recommend
that anyone who needs assistance and is eligible to take advantage of SNAP benefits.

Although it is not directly a determinant of health, something that largely influenced me throughout the
simulation is my own behaviors related to my relationship with my family members. I think that this is part of
the determinants of health and could fall under the category of genetics and family. In the simulation, I had a
child, and that was my first priority. There was a birthday party that they were invited to and I wanted to make
sure that they could go and bring a gift. In the simulation, there was a situation where a family member passed
away, and it was important to me to attend their funeral. To me, family comes first. Most of the time I put their
needs before mine. There was a study done that found that around 69% of people in America have children, and
only 8% do not want children (Brenan, 2024). Most people with a child will put their child's needs before their
own. If someone is living in poverty, they will allow themselves to suffer, and try their best to make their
children and family members happy. Having a family is something that many people strive for, but for someone
living in poverty, a child may not always be ideal.

A program that was created to help families with children is called the WIC program, which stands for
women, infants, and children. This program was discussed in the poverty simulation panel that we were able to
watch, and it seems like a great program. The WIC program serves low-income pregnant, postpartum, and
breastfeeding women, infants, and children up to age 5. The program provides nutritious foods to supplement
diets, information on healthy eating including breastfeeding promotion and support, and referrals to health care
(Food and Nutrition Service U.S. Department of Agriculture, 2022). The WIC program began in 1974 and has
grown to now serve more than six million people (Owen & Owen, 1977). Studies have consistently shown that
the WIC program has a significant impact on reducing food insecurity and results in healthier children (Herman
et al., 2004). Looking back at the simulation, if I was able to receive support to feed my child and have a better
healthcare plan, I feel as though I would be better able to delegate money towards necessary bills. The
implementation of the WIC program has resulted in healthier women and children, fewer infant deaths, and a
decrease in health care costs. This is why it is so successful, it is used by many and the results/impact of the
program are very beneficial for many Americans.
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