Research tackles stigma of poverty in schools to improve educational outcomes
The research led by Dr Morgan Beeson, Research Associate in Economics, and Professor John Wildman, Professor of Economics, has identified a link between reducing the stigma of poverty in schools and the reading and maths attainment of pupils.
21 May 2024
Poverty creates many challenges for children, parents, and schools, and can negatively impact the education of school children from a young age. The article Does tackling poverty related barriers to education improve school outcomes? analysed the impact of Poverty Proofing© the school day. Poverty Proofing© is a nationally recognised programme that works with schools to remove barriers for students living in poverty.
Professor Wildman said: “Poverty is a trap that weighs heavily on children. If schools can make sure that poverty is left at the school gate, our results suggest that educational outcomes can improve and perhaps, in the long run, help pupils escape that trap.”
The research compared 38 North East primary schools that had recently undergone Poverty Proofing, to the region’s other 292 primary schools.
The results demonstrated that pupils from all financial backgrounds benefitted from improvements in attainment. When schools took action to remove barriers for those living in poverty, scores improved by approximately 5% over a two-year period.
The results demonstrated that pupils from all financial backgrounds benefitted from improvements in attainment. When schools took action to remove barriers for those living in poverty, scores improved by approximately 5% over a two-year period.
Sample groups of children who received free school meals and therefore most likely to be living in poverty, and those who were not, were separately analysed to confirm the trend. The results suggested a potential improvement in engagement in learning as a result of a reduction in disruptions caused by the consequences of poverty.
Dr Beeson said: “What makes this research exciting is that by supporting children most impacted by poverty, the school environment can be made better for every child. The substantial impact on children's learning underscores the urgent need for policy makers to consider interventions like Poverty Proofing.”
As a result of the research, schools have implemented changes for example discreetly giving cost-related support such as free school meals, minimising or eliminating curriculum and after school club costs, and giving families long notice periods about costs so they can financially plan.
The report acknowledges that schools alone cannot tackle poverty, but policies that tackle the stigma of poverty and ensure that the day is more equitable can be implemented.
The research was funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration (ARC North East and North Cumbria (NENC).