The opposing argument is that it is the schools which cause the disadvantages. One of these solutions is to change schools. Educational experiences can disadvantage and alienate some students, particularly those from lower socioeconomic backgrounds (Ewing, 2013). There is a long-standing link between intergenerational poverty and lower levels of education (Ewing, 2013). It is often obvious that if a child succeeds in school, his or her social future will be much the same as that of his or her parents. However, conversely, for working class children to do well in school and in the future, they must change to become something different from their family (Thomson, 2002). The planned and hidden curriculum reflects this inequality (Ewing, 2013, p 85). The stereotype that the poor are self-imposed must be combatted by educators through the implementation of the school curriculum. The formal, planned curriculum does not match the experiences needed to live in the 21st century (Ewing, 2013, 91). By organizing the program to be meaningful to students, the educator can improve student outcomes. Providing meaning grabs students’ attention, helps them retain information, and makes learning enjoyable (Ewing, 2013). Educators should use quality inclusive teaching strategies to engage with students and interact with items they have purchased in the virtual setting.