“AFFLUENZA: THE JOYS AND CHALLENGES OF TEACHING
AND RAISING YOUNG CHILDREN IN AFFLUENT
COMMUNITIES”
by Blakely Bundy, M.Ed., & Kathy Hardy, M.Ed.
An article published in Early Childhood: The Newsletter of The Alliance for Early Childhood
Fall/Winter 2011/2012
BIBLIOGRAPHY
BOOKS
• Cashman, Orla and Twaite, James A. Toxic Wealth: How the Culture of Affluence Can
Harm Us and Our Children. (2009)
• Clarke, Ph.D., Jean Illsley, Connie Dawson, Ph.D., David Bredehoft, Ph.D. How Much Is
Enough? Everything You Need to Know to Steer Clear of Overindulgence and Raise
Likeable, Responsible and Respectful Children. (2004)
• Honoré, Carl. Under Pressure: Rescuing Our Children from the Culture of HyperParenting. (2008)
• Kindlon, Ph.D., Dan. Too Much of a Good Thing: Raising Children of Character in an
Indulgent Age. (2001)
• Levine, Madeline. The Price of Privilege. (2006)
• Marano, Hara Estroff. A Nation of Wimps: The High Cost of Invasive Parenting.
(2008)
• Mau, Bruce. The Third Teacher: 79 Ways You Can Use Design to Transform
Teaching and Learning. (2010)
• Mogel, Wendy, Ph.D. Blessings of a Skinned Knee. (2001)
• Skenazy, Lenne. Free Range Kids: Why Does an Old-Fashioned Childhood Sound So
Radical? (2008)
ARTICLES AND REPORTS
• Almon, Joan and Miller, Edward. “Crisis in the Kindergarten: Why Children Need to
Play in Schools.” U.S. Alliance for Childhood (2009).
• Ditthardt, Mark. “Hooray for the Average Child.” Alliance website articles library
(www.winnetkaalliance.org). (2005)
• Elkind, Ph.D., David. “Playtime is Over.” New York Times, 3/27/10.
• Gibbs, Nancy. “Roaring Tigers, Anxious Choppers.” Time Magazine, 1/31/11.
• Hu, Winnie. “Forget Goofing Around: Recess Has a New Boss.” New York Times,
3/15/10.
• Kastner, Ph.D, Laura (2007). “Raising Healthy Children in Families of Affluence:
Meeting the Unexpected Challenges of Wealth.” Harris myCFO.
• Luthar, Suniya S. and Latendresse, Shawn J. (2005) “Children of the Affluent:
Challenges to Well-Being.” American Psychological Society, Vol. 14, Number 1.
• Luthar, Suniya S. and Sexton, Chris C. (2004) “The High Price of Affluence.” Advances
in Children Development and Behavior.
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• Luthar, Suniya S. (2003) “The Culture of Affluence: Psychological Costs of Material
Wealth,” Child Development, 74, 1581-1593.
• McKee, Bradford. “Growing Up De-Natured.” New York Times. 4/28/05.
• Mesic, Penelope (2008). “Privileged.” North Shore Magazine, November, 2008.
• Sherman, Brian J. (2006). “The Poverty of Affluence: Addiction to Wealth and its
Effects on Well-Being.” Graduate Student Journal of Psychology. Vol. 8.
VIDEOS
• Nursery University: Getting In is No Longer Child’s Play. Variance Films (2008)
• Race to Nowhere. Reel Link Films (2010)
SUGGESTIONS FROM RACE TO NOWHERE
Adapted from “Action Items: Things You Can Do Today to Make a Difference.”
For more information, visit: www.racetonowhere.com
PARENTS:

Discuss what success means to your family. Do your actions as a family reflect your
values?

Reduce performance pressure.

Avoid over-scheduling.

Allow time for play, family, friends, downtime, and sleep.

Ask your children how they are feeling.

Allow your children to make mistakes and learn from them.

Dialogue with your children about their experiences in school.

Know the signs of childhood depression. Follow your instincts.

Attend school board meetings and other venues where education is discussed and
policies are established and reinforced.

Form alliances and organize other parents to join you. As a group, talk to your
children’s teachers, school administrators, and attend school board meetings.

Challenge accepted homework practices and policies and the imposition of state and
national standards that have narrowed curriculum.

Eat dinner regularly as a family.
TEACHERS AND ADMINISTRATORS:
 Create a positive and healthy educational environment that supports the “whole
child.”
 Make sure that elementary school students have recess.
 Consider the way your school recognizes students and include opportunities for a
broad range of young people to be recognized.
 Become knowledgeable about research in the area of homework and the importance
of play and downtime.
 Empower students with more voice and choice in the classroom.
 Find opportunities to evaluate children aside from tests.
 Share your voice on policies impacting education in your school community and at
your school board meetings.
 Create a vision for change with the emphasis being on engaged learning rather than
teaching to a test.
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