A very large percentage of children coming into schools now are expected to be from impoverished backgrounds and in all likelihood, first-generation learners factors responsible for ensuring success in school but also to pay heed to the years of a child's life preceding his/her entry to school, which tend to determine the quality and extent of the child's response to school inputs.
À l'heure actuelle, on suppose qu'un très fort pourcentage d'enfants entrant à l'école appartiennent à des familles appauvries et sont très vraisemblablement des apprenants de première génération.