From the publisher: "This chapter provides an overview of the theory and research regarding the development of young children from low-income backgrounds exposed to risk associated with childhood poverty. For children from low-resource backgrounds, we argue that a careful consideration of the strengths and needs of children within a range of environments is an essential approach to conducting psychoeducation assessment. We incorporate an equity lens to frame the discussion of assessment and intervention with racially and ethnically diverse populations experiencing poverty and highlight areas of need with respect to home and neighborhood environments, early care and education settings, access to services, and barriers to learning. Application of a contextual approach to guiding psychoeducation assessment also involves use of a Response to Instruction paradigm as children enter formal learning settings and elementary school. Fostering resilience among children exposed to poverty is the overarching goal for assessment to inform early intervention and risk reduction strategies during early childhood."