Neighborhood safety is not a factor that directly contributes to the relationship between SES and learning. However, it can indirectly affect learning by influencing factors such as parental involvement and peer group influence.

SES does not directly reduce stress and anxiety. However, it can indirectly reduce stress and anxiety by providing access to better resources and opportunities, which can lead to improved mental health and well-being.

Learning does not directly improve health outcomes. However, it can indirectly improve health outcomes by increasing job opportunities and reducing poverty, which can lead to better access to healthcare and healthier lifestyles.

Reducing class sizes is not a policy that is specifically designed to address the relationship between SES and learning. However, it can have a positive impact on learning for all students, regardless of their SES.

Students from low-SES families do not necessarily face lower expectations from teachers and parents. In fact, some studies have shown that teachers and parents may have higher expectations for students from low-SES families, in an attempt to compensate for the challenges they face.

Hiring more teachers and counselors is not a specific strategy for mitigating the effects of SES on learning. While it may improve the overall quality of education for all students, it does not directly address the challenges that students from low-SES families face.

Advocating for policies that promote social justice is not a direct way to mitigate the effects of SES on learning. However, it can help to create a more equitable society, which can lead to improved outcomes for all children, regardless of their SES.

Providing children with access to extracurricular activities is not a direct way to mitigate the effects of SES on learning. However, it can help to enrich children's lives and provide them with opportunities to develop new skills and interests.

Taking advantage of free or reduced-price meals is not a direct way for students to mitigate the effects of SES on learning. However, it can help to ensure that students have access to the food they need to stay healthy and focused in school.

Lowering the standards for students from low-SES families is not a way to mitigate the effects of SES on learning. In fact, it can be harmful, as it can lead to lower expectations and lower achievement for these students.

Reducing the number of standardized tests is not a direct way to mitigate the effects of SES on learning. While it may reduce stress and anxiety for some students, it does not address the underlying factors that contribute to the relationship between SES and learning.

Advocating for policies that promote social justice is not a direct way for researchers to mitigate the effects of SES on learning. However, it can help to create a more equitable society, which can lead to improved outcomes for all children, regardless of their SES.

Promoting policies that support early childhood education is not a direct way for the media to mitigate the effects of SES on learning. However, it can help to create a more equitable society, which can lead to improved outcomes for all children, regardless of their SES.

Investing in early childhood education programs is not a direct way for businesses to mitigate the effects of SES on learning. However, it can help to create a more equitable society, which can lead to improved outcomes for all children, regardless of their SES.

Advocating for policies that promote social justice is not a direct way for individuals to mitigate the effects of SES on learning. However, it can help to create a more equitable society, which can lead to improved outcomes for all children, regardless of their SES.