Social exclusion examined as an aspect of child well-being

According to the United States Census Bureau (2014), a significant inequality exists between the richest and the poorest households in the United States. Similarly, the Organisation for Economic Co-Operation and Development (OECD, 2014) reports that in comparison with other OECD countries the income inequality in the United States is high. The OECD's (2014) report indicates the primary problem with the inequality of income is that it creates an inequality of opportunity for citizens. Issues of disparity must be addressed in order to break the cyclical and generational bonds that continue to hold so many of the nation's children captive.;This ethnographic case study examines adult stakeholders' perception of child well-being and the social exclusion of the children within the district of Mill Town Elementary School. Data were analyzed from 134 survey participants and 23 interview participants representing different ages, ethnicities, and roles within the school, employing a grounded theory approach to analysis.;Findings suggest the children living within the district of Mill Town Elementary school have a poor quality of life in terms of housing, local environment, basic necessities, and education and aspirations. As well, children are frequently socially excluded due to lack of transportation, lack of community resources, isolation, and lack of support systems.;The study suggests several implications, the need for practical training, additional resources, and strengthening connections for social cohesion. Further study in the area of child well-being and social exclusion could result in additional perspectives from a broader range of stakeholders as well as evidence of effectiveness in the implementation of programs.