Teaching chemistry in a low-income school is never just about the periodic table, balancing equations, or calculating molar masses. In such settings, it becomes a unique intersection of academics, emotional support, and life skills development. For educators like Shoshana Leffler, it’s about meeting students where they are—helping them build confidence, acquire essential skills, and discover the profound relevance of science in their lives.
Building a Foundation: Teaching Chemistry Basics and Beyond
In many low-income schools, the classroom reality is stark: students often lack the foundational math and science skills necessary for success in subjects like chemistry. Teaching chemistry in these circumstances means starting not at “Chemistry 101” but at “Math Foundations for Chemistry.”
For example, balancing chemical equations requires a strong grasp of basic arithmetic and algebra—skills many students may not have fully mastered. To address this, lessons often begin with teaching or reteaching these foundational concepts. Shoshana Leffler recalls using creative methods to make these lessons engaging, such as gamified math challenges like Kahoot!, where students answer questions in a timed, competitive format that sparks excitement. She also used real-life examples, such as applying algebra to everyday scenarios like cooking or budgeting, to help students see the practical applications of math. Another effective strategy was creating competition-style activities, where students wrote their answers on whiteboards and held them up, competing by table to see who could answer the fastest and most accurately. This fostered a fun, yet focused, atmosphere that motivated students to engage more deeply with the material.
By building a solid foundation in these basic concepts, students not only acquire the technical skills needed for chemistry but also gain confidence in their ability to tackle difficult tasks. The mix of competition and real-world connections helps students view chemistry as a subject they can approach with enthusiasm and curiosity, making challenging concepts more accessible and less intimidating.
Making Chemistry Tangible and Relevant
One of the most effective ways to teach chemistry is by showing its relevance to students’ lives. In low-income schools, where students may face daily challenges at home and in their communities, abstract concepts can feel distant and disconnected.
Using inquiry-based learning and hands-on experiments, educators can bridge this gap. Projects like making soap, growing crystals, or testing pH levels in household items show students how chemistry operates in their everyday lives. These tangible experiences can spark curiosity and foster a sense of accomplishment. For example, one class project involved students testing water quality from local sources, helping them connect their studies to real-world environmental issues.
Teaching Life Skills Through Science
Chemistry lessons in low-income schools often serve as a platform for teaching critical life skills. The lab environment offers unique opportunities to practice collaboration, problem-solving, and perseverance—skills that are invaluable beyond the classroom.
For instance, designing and conducting experiments requires students to think critically and work together effectively. It also teaches them resilience when things don’t go as planned. Shoshana Leffler remembers one lab exercise where students struggled to achieve the expected outcome of an experiment. Rather than giving them the answer, she guided them through troubleshooting, encouraging them to see failure as a learning opportunity.
These moments are about more than understanding chemical reactions; they’re about preparing students for the challenges they’ll face in life. By fostering a growth mindset, students learn that mistakes are stepping stones to success—a lesson that transcends the science lab.
Creating an Inclusive Learning Environment
Low-income schools often have diverse classrooms, with students of different abilities, languages, and emotional needs. Nearly half the class may require special education services or additional language support, presenting unique challenges for chemistry instruction.
Differentiation is essential in this context. Teachers must design lessons that address the diverse learning styles and skill levels of their students. This can include incorporating visual aids, interactive models, and step-by-step guides to make complex concepts more accessible. Additionally, using peer-to-peer learning strategies—such as pairing stronger students with those who need extra support—helps foster a sense of community and mutual respect within the classroom.
Addressing Emotional and Social Challenges
Teaching chemistry in low-income schools is not just about academics—it’s about supporting students emotionally and socially. Many students face significant challenges outside the classroom, including financial instability, family issues, and community violence. These stressors can manifest as disengagement or behavioral issues in school.
To create a safe and welcoming space, educators can implement wellness initiatives and positive reinforcement strategies. For example, introducing stress-relief activities like mindfulness exercises or providing small incentives—such as school store points for participation—can make a big difference. These strategies help students feel valued and motivated, creating an environment where they’re more open to learning.
Celebrating Small Wins
In low-income schools, every success—no matter how small—is worth celebrating. Whether it’s a student mastering stoichiometry for the first time or confidently presenting a lab report, these victories build momentum and inspire continued effort.
Shoshana Leffler highlights the importance of recognizing these achievements to boost student morale. For instance, she would display exceptional lab results or creative science projects in a “Hall of Fame” section of the classroom. By celebrating students’ hard work, educators can reinforce the value of their efforts and encourage a positive attitude toward learning.
The Power of Teacher-Student Relationships
At the heart of effective teaching in low-income schools is the relationship between teachers and students. Building trust and showing genuine care can make all the difference in whether a student engages with their education.
Chemistry can become a powerful vehicle for connection. Conversations during lab time often extend beyond science, providing insight into students’ interests, struggles, and dreams. By showing empathy and being approachable, educators can create a supportive environment where students feel understood and motivated to succeed.
Looking to the Future: Empowering Students Through Science
Teaching chemistry in low-income schools is about more than preparing students for exams; it’s about empowering them to envision a future filled with possibilities. Science education opens doors to careers in STEM fields, offering opportunities for financial stability and personal growth.
By making chemistry engaging, accessible, and relevant, teachers like Shoshana Leffler are planting seeds of curiosity and confidence that can grow into lifelong passions. For many students, these experiences are a stepping stone toward breaking cycles of poverty and achieving their goals.
More Than a Subject, Chemistry is a Catalyst for Change
In low-income schools, teaching chemistry is about much more than formulas and equations. It’s about equipping students with the skills, confidence, and mindset they need to navigate the challenges of their world.
Educators like Shoshana Leffler demonstrate how a thoughtful, empathetic approach can transform the lab into a space for discovery, growth, and hope. By making science accessible and meaningful, teachers can inspire students to see beyond their circumstances and imagine brighter futures. Chemistry, after all, is more than a subject—it’s a catalyst for change in the lives of students and their communities.