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This study aims to investigate the mediating effect of self-esteem in the path from the burden of debt to job-search behavior among South-Korean low-income youths under a economic recession. Using data from the Second Panel Study on the Participants of the Youth Hope Growing Account (YHGA) program in Korea, this study tested a theoretical model using structural equation modeling (SEM) with maximum likelihood (ML) estimation. The mediation effect was estimated using bootstrapping. The results revealed a significant effect of debt burden on job-search behavior, which was fully mediated by self-esteem. These findings suggest the necessity of providing financial and psychological support for economically disadvantaged youth to facilitate successful entry into the labor market in South Korea.

In this article I explore the emotional resources activated by single mothers to support their adolescent children's educational journeys. Mothers' emotional work is often regarded as something that mothers must do (Gillies, 2006). However, this view does not recognise the power and influence that mothers exert to create opportunities for educational success. By centring the mother as the head of her family and drawing on the concept of emotional capital as a legitimate and valuable resource within single-mother families, it becomes possible to show how mothers in a low socio-economic community invest in their children's schooling. This article is based on a qualitative case study of single-mother families from a South African community. The findings show that the single mothers maintained strong bonds with their children, which enhanced perceived support and contributed positively to their education. Maintaining open communication channels, demonstrating authoritative parenting, and communicating pride in non-academic qualities were significant emotional practices that served to maintain these strong bonds. By engaging in these practices, these single mothers from low-income contexts activated their emotions strategically to support their adolescent child's education.

Low-income college students face costly moral choices between pursuing their personal academic success and fulfilling their family responsibilities. They almost certainly face these choices more frequently and at greater personal cost than their faculty recognize. This article explores the sources and nature of that professorial lacuna; the article argues that this moral oversight results from the fact that middle-class people and low-income people often practice family in subtly but significantly different ways. They tend to emphasize different moral norms (independence vs. mutual aid) which shape the qualitative nature of college students' obligations within their families. They also tend to utilize different family structures (nuclear vs. complex and extended) which create quantitative differences in the number of people to whom family responsibilities can attach. The paper ends with a practical implications section that discusses ways to address this lacuna so instructors can gain insight about their students' familial obligations.

School connectedness is associated with a broad range of positive academic and mental health outcomes. A dimension of school connectedness, student-teacher connectedness, is related to improved academic progress and may be an important protective factor against risk-taking behaviors, particularly for low-income students and for those with limited parental support. The purpose of this qualitative secondary data analysis was to explore teacher perceptions of parental involvement in a low-income, rural middle school serving a diverse student population and the influence on student-teacher connectedness. Data were taken from transcripts from five focus groups comprised of middle school teachers, administrators, and clinicians (n = 26). Thematic analysis included first and second cycle coding followed by developing Venn diagrams to depict categories and patterns before reaching consensus on themes. Three themes were identified: (1) parental support of students; (2) parental modeling for students; and (3) parental interaction with teachers. Overall, teachers perceived a lack of parental involvement in this low-income diverse middle school which led to missed connections between students and teachers. This disconnect may be the result of multiple factors, including perceived low levels of parental support for students, differing expectations between parents and teachers, and perceived poor quality interactions between parents and teachers. When formulating strategies to enhance student--teacher connectedness, consideration should be given to the extent and importance of the role of parental involvement.

Community engagement programs offer college students an opportunity to impact youth in rural, low-income communities. While in a rural setting where educational training and support is not abundant, college students learn about struggles that rural, low-income youth face in exploring and attending postsecondary education options. The Alternative Spring Break (ASB) program in Vinton County impacts over 1,000 youth each year by increasing their awareness to education opportunities beyond high school. ASB college students are provided classroom instruction time to deliver content and real-life experiences to Vinton County youth.

The authors examine the relationships between home play and learning--measured by reading and teaching practices at home--among low-income families, including those with mental health issues. Based on a large database from the Family Map Inventory, a screening tool for home visiting programs, the authors' findings revealed that play-related concerns such as play materials, home play, and the variety of play away from home had significant impact. They conclude that care givers who provide children with more play opportunities both at home and away from home tend to read books with children more frequently and to teach them more basic academic skills. This suggests that early play interactions can contribute to early learning and implies that intervention programs such as Early Head Start and home-visiting programs focusing on play may boost a family's resilience and add value to existing services.

High levels of stress among supervisors can diminish afterschool program quality and negatively affect the learning and development of children and youth. One solution may be training in emotional intelligence. In other fields, high emotional intelligence among leaders was found to mitigate workplace stress and to increase job productivity, job satisfaction, and attainment of positive results. This study helps address the lack of scientific research on the role of emotional intelligence in afterschool supervisors' ability to manage stress at work. In this quantitative correlational study, the author investigated the relationship between the emotional intelligence of afterschool supervisors serving low-income communities in New York City and their perceived workplace stress. The study found a negative correlation--that is, supervisors with higher emotional intelligence tended to have lower workplace stress. The results can help afterschool supervisors and organization leaders understand the importance of emotional intelligence for effective program management.

The purpose of this article is to analyse the gendered motivations of students to undertake doctoral research in a low-income country (LIC), Mozambique. Most research on PhD student motivation is done in high-income countries where the drivers for doing a PhD are quite different from those of people living in LICs. Drawing on original empirical research in the form of semi-structured interviews with PhD students from Mozambique, and utilizing the concepts of 'altruistic' and 'self-concerned' motivations, this article argues that context is a powerful determinant of motivation. The findings of the research highlight the need for scholarships as a major driver for undertaking a PhD in an LIC. Further, PhD students' motivations, unlike those in high-income countries where the self is at the heart of decisions to do a PhD, include altruistic motives such as the desire to serve one's country, institution, community, and people as well as having a voice in the public sphere. These altruistic motivations are more important than the more self-referential factors such as 'intrinsic interest in the subject' and 'self-fulfillment' that dominate the literature from high-income countries. This implies that donor countries, the common suppliers of scholarships for PhD students in LICs, need to ensure that scholarships are adequate to enabling PhD students from LICs to complete their degrees both in terms of duration of scholarship and in terms of amount. Without this completion rates are likely to be slow and low. The article calls for more research on this issue in LICs.

Much of modern education has focused on developing individuals' skills to be productive parts of society. The developed skills can become enablers of financial stability, independence and economic security. Yet, on a relative basis, considerably less effort is expended on building the financial skills for individuals to preserve their wealth and assets. As a result, for certain consumer segments, lack of financial education can become a source of hardship. In this study, we use data from the U.S. Financial Industry Regulatory Authority's (FINRA) 2021 "National Financial Capability Study." The correlation between financial literacy and long-term financial behaviors is empirically examined and further dissected by gender and income, to identify population segments who may be vulnerable due to lack of adequate financial education. Significant patterns of financial literacy scores are identified, highlighting the need to enhance financial education offerings to vulnerable consumer segments.

The provision of support services has been found critical for meeting the needs of students and their families, but related research in predominantly low-income, African American/Black communities, is limited. Thus, through a case study we explored how a school, located in a low-income area with a predominantly African American/Black population, adopted and enacted support services. The setting was an urban high school with an enrollment of 700 students who are predominantly African American (98%) and 100% low-income. We conducted interviews with district, school, and community stakeholders; and we followed a thematic approach for the analysis. A major finding was that the adoption of support services built on the shared belief that the school should serve as a central place of support for students and the community. We identified two distinct strands of support services, one represented by in-school supports for students and the other designed to help families in the community. Further, we found an underlying philosophy of removing obstacles for students as a means to help them succeed in school. Regarding implications for practice, it is important to note the difficulty in replicating the efficacy of support services without culturally relevant leadership at the district and school level.

Suburban areas have lower density development than urban areas, which may make them less accessible for the growingpopulation of low- and moderate-income suburban residents, particularly those without a personal vehicle. This research examines factors that lead these households to move to suburban areas and identifies accessibility barriers they face. We use a mixed-methods approach with Public Use Microdata Sample (PUMS) data from the U.S. Census, online/in-person surveys (n=208), and interviews conducted in English and Spanish (n=25) with households in Contra Costa County with an income of less than $75,000. To understand key differences in housing and transportation choices between urban and suburban residents, these data were compared to survey and interview data from low-income Oakland residents from 2020-2021. We found that low- and moderate-income households choose to live in suburbs due to rising rents and otherrequirements (e.g., credit score, rental history) in urban areas, and a desire for home ownership and safer environment for children. Yet lack of tenant protections is leaving them vulnerable to rising rents in suburban areas. Transportation costs are higher in suburbs due to longer commutes and higher reliance on personal vehicles. Despite higher levels of carownership in the suburbs, households often go without a car due to maintenance issues or inability to make car payments. When faced with the lack of an automobile, suburban households have few quality transportation alternatives.

BACKGROUND: Fruits and vegetables (FV) are a critical source of nutrients, yet children in the United States are not meeting the Dietary Guidelines for Americans (DGA). The monthly FV cash value benefit (CVB) included in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)s food package to support child FV intake (FVI) received a substantial increase for economic relief during the COVID-19 pandemic. OBJECTIVES: To evaluate how an expansion of the monthly WIC CVB to purchase FV for WIC children ages 1-4 y is associated with diversity in FV redeemed, and how changes in redeemed FV are related to FVI. METHODS: Caregivers representing 1463 WIC-participating children recruited from Los Angeles County, California, completed surveys during the CVB augmentation (T1: CVB = $9/mo; T2 = $35/mo; T3 = $24/mo). Redeemed price look-up codes (PLUs), corresponding to a food item, were assigned to its corresponding MyPlate FV group. Multivariable generalized estimating equation regression models assessed changes in amount and diversity of FV redemption across MyPlate groups and associations between changes in FV diversity and changes in FVI. RESULTS: Slightly over half of all households were food insecure (55%), half of the children were female (52%), and most were Hispanic (78%). Compared with T1, significant increases in the number of PLUs and dollars redeemed were observed in most MyPlate FV groups. From T1 to T2, significant increases in diversity scores were observed for total fruit (β: 1.6 pts; 95% confidence interval [CI]: 1.4, 1.7), total vegetable (β: 3.6 pts; 95%CI: 3.4, 3.9), and total FV (β:7.8 pts; 95%CI: 7.4, 8.2). Similarly, increases in diversity score were observed at T3 compared with T1. Changes in FV diversity redeemed were not associated with changes in FVI. CONCLUSIONS: During the CVB augmentation, WIC participants redeemed a greater amount and variety of FV according to DGA MyPlate recommendations, supporting its permanent increase.

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

The study examines ascribed, financial, and college factors to predict study abroad participation among a national sample of students from financially disadvantaged backgrounds. Based on a longitudinal sample of 398 fourth-year participants of a national scholarship program (consisting of more than 50% students of color and 50% first-generation college goers), results show that despite higher study abroad participation among this group compared to national averages, finances remain a predominant impediment. The results provide a counter-narrative that study abroad participation is for the privileged. Findings also indicate that grant aid and prior exposure to financial adversity in the form of severe poverty are associated with an increased likelihood of study abroad participation, and that these relationships tend not to be moderated by gender or ethnoracial identity. Exploratory information on student motivations for study abroad is also reported. Given the importance of study abroad to learning outcomes, this study points to the importance of attracting to study abroad those for whom the college experience marks a significant break from the adverse conditions of their youth and may inform how study abroad, academic, and financial aid advisors can work with students to find funding sources to make an international experience a reality.

IntroductionSmall bowel obstruction (SBO) is one of the most common causes for hospital admission in Ethiopia. The use of water-soluble contrast agents (WSCAs) such as Gastrografin to manage adhesive SBO can predict nonoperative resolution of SBO and reduce decision time to surgery and length of hospital stay. However, nothing is known about practice patterns and Gastrografin use in low-income settings. We sought to characterize current management practices, including use of WSCAs, as well as outcomes for patients with SBO in Addis Ababa, Ethiopia.MethodsWe conducted a mixed-methods study consisting of a survey of surgeons throughout Ethiopia and a retrospective record review at five public, tertiary care-level teaching hospitals in Addis Ababa.ResultsOf the 76 surgeons who completed the survey, 63% had heard of the use of WSCAs for SBO and only 11% used oral agents for its management. Chart review of 149 patients admitted with SBO showed the most common etiology was adhesion (39.6% of admissions), followed by small bowel volvulus (20.8%). Most patients (83.2%) underwent surgery during their admission. The most common diagnosis in patients who did not require surgery was also adhesion (68.0%), as well as for those who had surgery (33.9%), followed by small bowel volvulus (24.2%).ConclusionsThe etiology of SBO in Ethiopia may be changing, with postoperative adhesions becoming more common than other historically more prevalent causes. Although a Gastrografin protocol as a diagnostic and potentially therapeutic aid for SBO is feasible in this population and setting, challenges can be anticipated, and future studies of protocol implementation and effectiveness are needed to further inform its utility in Ethiopia and other low-income and middle-income countries.

Bolstering low-income students' postsecondary participation is important to remediate these students' disadvantages and to improve society's overall level of education. Recent research has demonstrated that secondary schools vary considerably in their tendencies to send students to postsecondary education, but existing research has not systematically identified the school characteristics that explain this variation. Identifying these characteristics can help improve low-income students' postsecondary outcomes. We identify relevant characteristics using population-level data from Wisconsin, a mid-size state in the United States. We first show that Wisconsin's income-based disparities in postsecondary participation are wide, even net of academic achievement. Next, we show that several geographic characteristics of schools help explain between-secondary school variation in low-income students' postsecondary outcomes. Finally, we test whether a dense set of school organisational features explain any remaining variation. We find that these features explain virtually no variation in secondary schools' tendencies to send low-income students to postsecondary education. [For the corresponding grantee submission, see ED623645.]

Mental health and attainment gaps comprise crises on university campuses, especially for first-generation and low-income students. Despite the heritage of spirituality and religious foundations of America's colleges, current norms have rendered candid discussions of spirituality to be mostly nonexistent. Despite literature linking spirituality with psychological wellbeing, known is little as to what relationship spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design and occurred a public, regional, Midwestern institution. Quantitative analysis found a relationship between psychological wellbeing and academic performance in specific circumstances, and an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data presents implications for practitioners.

Comparative studies around the impact of the COVID-19 pandemic are still limited. This paper explores the question: how has the COVID-19 pandemic affected higher education students, and which ones have been most impacted? Indonesia and Vietnam are our focus. We leveraged a rich set of data collected online from both countries (n = 2600). We used regression analyses to measure students' wellbeing, financial hardships, access to technology, and educational satisfaction. As expected, we found statistically significant differences between both countries except for the wellbeing domain. For within-country comparison, consistent for both countries, low-income students were less likely to access technology and were more likely to experience financial distress than their counterparts. Indonesian first-gen students also showed a similar trend. Lastly, we observed a lower likelihood of satisfaction from rural and low-income students in Indonesia for their education during the pandemic. We provide our policy recommendations for both countries. [This manuscript accompanied a conference presentation at the 50th Annual Conference of Mid-South Education Research Association (MSERA) in New Orleans, Louisiana (November 9-12, 2021).]

Aims and objectives: The existing literature indicates that shared book reading is associated with benefits in children’s home language development. Parents play a significant role in shaping children’s language outcomes. The purpose of this study was to investigate the relations among the quality of parents’ shared book reading, children’s language output, receptive vocabulary, and expressive vocabulary outcomes in the home language of dual language learners (DLLs) to inform book reading practices that can support DLLs’ early home language development. Methodology: 36 Mexican American (43–67 months) and 31 Chinese American (38–70 months) DLLs and their mothers, who were home language dominant, were recruited from Head Start programs, which are federally funded programs that provide early childhood education to low-income children, in Northern California. Data and analysis: Utterances produced by the parents during parent–child shared book reading were coded for cognitive demand levels. DLLs’ home language expressive vocabulary and receptive vocabulary and information about parents’ demographics and parent–child shared reading frequency were collected. Correlations and hierarchical regression analyses were computed. Findings/conclusions: The findings demonstrated possible cultural differences in mothers’ book reading quality regarding cognitive demand. Although maternal statements and questions were not significantly associated with DLLs’ home language receptive and expressive vocabulary for both groups, asking yes/no, referential, and inferential questions were more likely to evoke more language output from DLLs. Originality: This study extends the literature on home language development of low-income DLLs during parent–child shared reading, as only a few studies have investigated the significance of shared reading in the home language. Significance/implications: The findings of this study yield important implications for parents’ shared reading practices with low-income DLLs. Using all levels of cognitively demanding speech and encouraging DLLs to talk during shared reading may benefit their home language development.

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school.

This study investigated the extent to which third graders (n = 84) from predominantly low-socioeconomic status families had access to books matched to their reading levels in their homes. On average, students showed home visitors books that fell within the Common Core State Standards' recommended text difficulty range for Grade 3 (mean Lexile = 587L). However, students who passed a state-mandated reading test ('good readers') had books with reading demands well below their reading levels. In contrast, students who failed a state-mandated reading test ('poor readers') had books with reading demands well above their reading levels. Findings suggest that poor readers would have limited opportunities to experience successful independent reading in the home, while good readers may find minimal challenge in the books accessible in the home. Findings have implications for efforts dedicated to increasing students' access to books.

The purpose of this study was to examine the relationship between visits to college campuses by middle school and high school students and postsecondary enrollment rates, where campus visits are classified as both formal college visits and also informal campus visits. Specifically, Traditional Campus Visits and Educational Campus Field Trips are categorized as two distinct service types sponsored by the GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) grant program in 11 rural, western North Carolina school districts. The participants were 2,274 students who started the GEAR UP program in 7th grade and remained enrolled at a participating GEAR UP school through high school graduation. Using logistic regression analyses to estimate the effects of two different campus visit types, and the year in which the visits occurred, the results indicated that both informal (Educational Campus Field Trip) and formal (Traditional College Visit) campus visits had an association with postsecondary enrollment rates, with formal campus visits collectively having a stronger impact than informal campus visits. We also found that visits taken earlier in a student's academic career had an important association with postsecondary enrollment rates.

Electrification of homes is a critical part of reducing greenhouse gas (GHG) emissions. However, space constraints, installation complexity, and the potential impact on energy costs slows the pace of retrofit electrification efforts. Also, the addition of electrical circuits for heat pumps and the increased household electrical demand often necessitates electrical panel upgrades, which increases costs and slows installation. Multi-Function Heat Pumps (MFHPs) use a single compressor to provide heating, cooling, and domestic hot water (DHW) –which represent the most intensive thermal loads of a home –and can ease the process of retrofit electrification. MFHPs are potentially more economical than typical split HVAC heat pumps (HPs) and heat pump water heaters(HPWHs), as they consolidate systems, require fewer circuits, streamline installation, and enable efficiency opportunities, such as recovering waste heat from cooling to heat DHW. The current study evaluates one MFHP product, a split HP with indirect water heater and ducted air handler, using a low-global warming potential (GWP) refrigerant (R454B). This MFHP has a unique defrost operation that pulls heat from the DHW tank instead of the indoor air, which avoids cold drafts on occupants. This allows for better thermal comfort without requiring an electrical resistance backup heater and costly panel upgrades. The MFHP was installed in two low-income apartments, evaluated for ease of installation, and monitored through the heating season to assess reliability, energy efficiency, and performance.

OBJECTIVES: To assess psychometric properties of two scales developed to measure the quality of person-centered care during pregnancy and childbirth in the United States-the Person-Centered Prenatal Care (PCPC-US) and Person-Centered Maternity Care (PCMC-US) scales-in a low-income predominantly Latinx population in California. METHODS: Data were collected from July 2020 to June 2023 from surveys of low-income pregnant and birthing people in Fresno, California, participating in the Engaging Mothers and Babies; Reimagining Antenatal Care for Everyone (EMBRACE) trial. Research staff administered the 26-item PCPC-US scale at 30-34 weeks gestation (n = 315) and the 35-item PCMC-US scale at 10-14 weeks after birth (n = 286), using the language preferred by the participant (English or Spanish). We assessed construct, criterion, and known group validity and internal consistency of the scales. RESULTS: 78% of respondents identified as Latinx. Factor analysis identified one dominant factor for each scale that accounted for over 60% of the cumulative variance, with most items loading at > 0.3. The items also loaded adequately on sub-scales for dignity and respect, communication and autonomy, and responsive and supportive care. Cronbachs alpha for the full scales were > 0.9 and between 0.70 and 0.87 for the sub-scales. Summative scores range from 0 to 100, with higher scores indicating higher person-centered care. Correlations with scores on scales measuring prenatal care quality and birth experience provided evidence for criterion validity, while associations with known predictors provided evidence for known-group validity. CONCLUSIONS: The PCPC-US and PCMC-US scales, which were developed using a community-engaged process and found to have good psychometric properties in a largely high-income sample of Black women, were shown to also have good psychometric properties in a sample of low-income primarily Latinx women. Both scales provide valid and reliable tools to measure person-centered care experiences among minoritized communities to support efforts to reduce existing birth inequities.

Problem, research strategy, and findingsCarsharing programs—subscription-based car rentals—allow users to purchase only the automobility that they need. These programs may benefit low-income travelers by increasing access at lower prices than private auto ownership. Most carshare programs, however, disproportionately serve higher-income drivers. To assess carsharing’s potential to address the accessibility needs of disadvantaged households, we interviewed members of BlueLA, an electric carsharing program in central Los Angeles (CA) that offers both subsidized and regular memberships. We found few differences in how travelers with different membership types used BlueLA. They both used the service to complement travel by other modes like public transit and ridehail. In addition, members cited the benefits of gaining car access without the financial burden of car ownership or the unpredictability of ridehail fares. Neighborhood context, including residential density and the availability of non-automobile transportation options, also increased BlueLA’s appeal. However, due to limited and unreliable vehicle availability, most users did not rely on BlueLA for time-sensitive trips. BlueLA both eased and increased access to destinations outside of the commute and complemented public transit for subsidized and regular members. Takeaway for practiceServices like BlueLA cannot meet all transportation needs. However, subsidized electric carsharing—particularly targeted to central-city neighborhoods—may address some accessibility needs of low-income households without imposing the burdens of automobile ownership.

The purpose of this study was to assess differences in COVID-19 vaccine willingness and uptake between low-income and non-low-income adults and across race-ethnicity. We utilized data from the COVID-19's Unequal Racial Burden online survey, which included baseline (12/17/2020-2/11/2021) and 6-month follow-up (8/13/2021-9/9/2021) surveys. The sample included 1,500 Black/African American, Latino, and White low-income adults living in the U.S. (N = 500 each). A non-low-income cohort was created for comparison (n = 1,188). Multinomial logistic regression was used to assess differences in vaccine willingness and uptake between low-income and non-low-income adults, as well as across race-ethnicity (low-income adults only). Only low-income White adults were less likely to be vaccinated compared to their non-low-income counterparts (extremely willing vs. not at all: OR = 0.58, 95% CI = 0.39-0.86); low-income Black/African American and Latino adults were just as willing or more willing to vaccinate. At follow-up, only 30.2% of low-income adults who reported being unwilling at baseline were vaccinated at follow-up. White low-income adults (63.6%) appeared less likely to be vaccinated, compared to non-low-income White adults (80.9%), low-income Black/African American (70.7%), and low-income Latino adults (72.4%). Distrust in the government (46.6), drug companies (44.5%), and vaccine contents (52.1%) were common among those unwilling to vaccinate. This prospective study among a diverse sample of low-income adults found that low-income White adults were less willing and less likely to vaccinate than their non-low-income counterparts, but this difference was not observed for Black/African American or Latino adults. Distrust and misinformation were prevalent among those who remained unvaccinated at follow-up.

Abstract Background Low-income countries bear a growing and disproportionate burden of oral diseases. With the World Health Organization targeting universal oral health coverage by 2030, assessing the state of oral health coverage in these resource-limited nations becomes crucial. This research seeks to examine the political and resource commitments to oral health, along with the utilization rate of oral health services, across 27 low-income countries. Methods We investigated five aspects of oral health coverage in low-income countries, including the integration of oral health in national health policies, covered oral health services, utilization rates, expenditures, and the number of oral health professionals. A comprehensive search was conducted across seven bibliographic databases, three grey literature databases, and national governments’ and international organizations’ websites up to May 2023, with no linguistic restrictions. Countries were categorized into “full integration”, “partial integration”, or “no integration” based on the presence of dedicated oral health policies and the frequency of oral health mentions. Covered oral health services, utilization rates, expenditure trends, and the density of oral health professionals were analyzed using evidence from reviews and data from World Health Organization databases. Results A total of 4242 peer-reviewed and 3345 grey literature texts were screened, yielding 12 and 84 files respectively to be included in the final review. Nine countries belong to “full integration” and thirteen countries belong to “partial integration”, while five countries belong to “no integration”. Twelve countries collectively covered 26 types of oral health care services, with tooth extraction being the most prevalent service. Preventive and public health-based oral health interventions were scarce. Utilization rates remained low, with the primary motivation for seeking care being dental pain relief. Expenditures on oral health were minimal, predominantly relying on domestic private sources. On average, the 27 low-income countries had 0.51 dentists per 10,000 population, contrasting with 2.83 and 7.62 in middle-income and high-income countries. Conclusions Oral health care received little political and resource commitment toward achieving universal health coverage in low-income countries. Urgent action is needed to mobilize financial and human resources, and integrate preventive and public health-based interventions.