Yes, judging from global research and statistics, children from low-income families do face a higher risk of dropping out of school, but the reasons behind this phenomenon are multifaceted and there are regional and policy differences. The following analysis is carried out from several key angles： --- ###1. Economic pressure directly leads to dropping out of school 1. **Tuition and living costs** In developing countries or areas with scarce educational resources, many families may drop their children out of school because they cannot afford tuition, textbook fees, or transportation costs. For example, according to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), about 258 million children and adolescents worldwide are not educated, of which poverty is one of the main causes. 2. **Labor demand** Low-income families may rely on their children to work part-time to subsidize their families. For example, in Sub-Saharan Africa and South Asia, many children are engaged in agricultural labor or street work after dropping out of school. --- ###2. Uneven distribution of educational resources 1. **Differences in school quality** Low-income communities often correspond to underfunded schools, resulting in weak teachers and backward facilities. For example, a study in the United States found that the average performance of students in poor school districts is more than 20% lower than that of wealthy school districts, and long-term frustration may prompt students to abandon their studies. 2. **Insufficient family support** If parents are unable to tutor their studies because they are busy with their livelihoods, or their own level of education is low, it will be more difficult for their children to obtain learning support. In addition, poor families may lack learning resources such as books and the Internet. --- ###3. Psychological and social factors 1. **Low self-esteem and anxiety** Financial constraints may make children feel that the gap between them and their peers is too large, resulting in the mentality of “I don't belong here”, and then choose to drop out of school. For example, a Brazilian study found that students from low-income families are more likely to drop out of school due to campus bullying (such as ridiculing worn-out clothes). 2. **Influence of cultural concepts** In some areas, there is a ”theory of the uselessness of education" (especially for girls), which believes that it is more practical to work as soon as possible. For example, the dropout rate of girls in rural areas of India is as high as 40%, partly due to early marriage and economic pressure. --- ###4. Exceptions and improvement cases 1. **Effectiveness of policy interventions** Some countries have significantly reduced the dropout rate through subsidy policies. For example, Mexico's “Progress Plan” (now the “Prosperity Plan”) provides cash subsidies to poor families, provided that children must go to school, which has increased the secondary school enrollment rate by 10%. 2. **Community and public welfare support** Non-governmental organizations (such as “Room to Read”) provide scholarships and free lunches in Southeast Asia and Africa to help poor children continue to attend school. China's ”Project of Hope" has funded more than 6 million poor students in total. --- ###Conclusion: Poverty is a risk, but not inevitable Although children from low-income families are at higher risk of dropping out of school, this trend is not absolute. **Educational equity policies, changes in family attitudes, and social support**can significantly improve results. For example, Vietnam has concentrated its national finances to support rural education, so that its poor students' secondary school completion rate has reached more than 90%, far surpassing countries of the same economic level. For individuals, if children from families with financial difficulties can get targeted help (such as student loans and psychological counseling), they still have a chance to break through the predicament. As a key channel of social mobility, education still requires continuous investment from the government and society for its accessibility.