Children from low-income families face many literacy and bias challenges when using e-learning tools: - **Literacy challenges** - **Lack of technical skills**: Low-income families may not be able to provide sufficient resources for children to access a variety of electronic devices and practice them fully. This makes children lack sufficient proficiency and adaptability when faced with problems such as complex software operations and the application of new electronic device functions, affecting learning efficiency. - **Weak information acquisition and screening ability**: The e-learning environment has a large amount of information and is complex. Children from low-income families may lack effective guidance and do not know how to screen valuable information. They are easily misled or obtain irrelevant information, which interferes with the learning process. - **Difficulty in digital communication and collaboration**: Online learning often requires participation in discussions, group collaboration and other activities. Due to the limitations of the family environment, children may lack relevant training, resulting in unclear expression of views in digital communication, poor cooperation during collaboration, and hindering knowledge sharing and collision of ideas. - **Bias challenges** - **Teacher expectation bias**: Teachers may be influenced by stereotypes and believe that children from low-income families are not well prepared and capable in e-learning due to family conditions, thereby reducing their attention and expectations for them and reducing opportunities for guidance and support. - **Peer discrimination and isolation**: In campus or online learning groups, if some students know the economic status of other people's families, they may develop prejudices against children from low-income families, discriminate against or isolate them, causing them psychological pressure and affecting their enthusiasm and participation in learning.