Also from a socio cultural point of view mismatch between school and family can have an effect on student learning. This may include language, values and certain behaviours. This can generally alienate children and lead to lower self esteem and motivation (Carey, 2011); however this varies with each child. Many problems which students from low socioeconomic backgrounds face are usually because what the students learn in the classroom does not relate to their experiences outside of school. Students who are more privileged obtain learning approaches which come naturally to them because of their normal everyday involvements. (Department of Education and Early Childhood Development, 2006). Students from low socio-economic backgrounds often don't get this opportunity.Moreover statistics have shown that students from low socioeconomic backgrounds do not always reach their full potential in their learning. The Erebus Report conducted by the New South Wales Department of Education in 2005 compares findings and statistics of students learning outcomes who come from a low socioeconomic background and students from a high socioeconomic background. One example they give is reading comprehension and mathematics. The findings revealed that within the same school, a student who comes from a higher socio-economic group will achieve better test results than a student from a lower socio-economic group (NSW Department of Education and Training, 2005). It also provides comparisons between both high and low SES with student's absences from school and the study showed that students with low SES had higher number of days absent from school (NSW Department of Education and Training, 2005). This could also be a reason why students are not reaching their full potential.