: Was I poor? Louise Menday an Evidence Advocate explores this question within her own family and how schools can make a difference.

During my NQT year I was having a discussion with a class about childhood food. I was describing some of the meals I has during the 1980’s. Now, we all know that the 1980’s were not the healthiest era with the introduction of the microwave, ready meals and the fabulous Findus crispy pancakes – but did you ever eat Pilchard surprise? A layer of baked beans, topped by tinned pilchards and then mash in a pyrex dish and warmed in the oven. I described this, alongside other meals we had at the time with a laugh and memory of hating the boring beige food that Mum was feeding us. After I had finished one student put their hand up and when acknowledged asked in a very inquisitive, yet timid, tone:

The silence that followed was uninterrupted, yet lengthened, as a I considered this question. This was not something that I had ever questioned. We (Mum, Dad, me & 5 siblings) lived in 3 bed ex-council house. We never went without a birthday or Christmas present, our clothes were always clean and well-fitting, and we had new shoes and winter coats when they were needed. Bikes may have been second hand and holidays were to Butlins every few years, or staycations with family and friends in Yorkshire, Essex and Somerset. But as that silence expanded, with 30 expectant faces looking at me I had to answer. I didn’t have time to consider the realisation. So, I answered:

And then I moved the lesson along with that new knowledge swirling in my mind.

• How could I be poor when my dad went to work every day?
• How could I be poor when I had a hot meal every evening?
• How could I be poor when we had fabulous, harmonious Christmases?

The answer to all those questions is in the loving family relationships that my parents built for us. The feeling of warmth and safety that our family home provided, the family dinners every evening around the table when we would discuss our day. The support that my parents offered and the fact that they recognised that every one of their 6 children were different, with different needs at different times.

Now, we can’t clothe and feed our disadvantaged students, we can, however, make them feel safe and cared for. We can lend them a pen, we can ask them about their weekend, we can form positive relationships with them. By forming these positive relationships, it enables our disadvantaged students to feel safe and valued. In the same way that we use positive relationships to influence good behaviour we can use the same relationships to install confidence and higher expectations in our disadvantages sector. The American Psychological Association states that: 

The same article expands on this with: ​“a student who feels a strong personal connection to [their] teacher…show[s] more engagement in learning [and] achieve[s] at higher levels academically”. The evidence suggests that positive and supportive relationships can have a positive correlation to higher achievement in disadvantaged students.

The EEF Guidance report for ​‘Improving Behaviour in Schools’ informs us that ​“Good relationships matter” and the same tips and tricks that we master frequently on those students who require behavioural guidance can be utilised for the disadvantaged student too. The establish and maintain steps of the EMR method will help the confidence and self-belief of all students.

Parents of disadvantaged students may have struggled in school themselves, they might not have been taught the importance of education, a love of learning was possibly not embedded within their culture, so a positive postcard home will let the parents know that education values their child. This also has the benefit of opening a discussion at home regarding schoolwork and the interests of the child. If a student feels that their teacher believes in them it opens the door to the student believing in themselves and therefore the effect of their own aspirations raising.

A very simple act of kindness from an adult could result in a change of mindset to a student. Gentle encouragement could lead to great achievements so apply the knowledge and actions that we already have in our back pockets and foster those positive relationships with all students. Just as my parents and home felt safe and warm we can turn our classrooms into safe and warm spaces – literally and metaphorically – we can be that person who is interested, who remembers a favourite football team or youtuber. By showing interest in a student, it fosters a feeling of mutual respect, and the students will be keen to discuss recent happenings with you. Disadvantaged students can often miss out on discussion at home due to circumstances so encourage that discussion in school, a smile as you pass them, a hello while on duty will always make someone feel valued. As for my story, I spoke to my parents soon after the event. We were not poor; we were just facing some difficulties. My father had recently changed jobs and gone from a 2‑week payday to a monthly payday. He also had to pass a 3 months probation before he was given his company car and, therefore, was funding transportation. Looking back, Pilchard surprise was only on the table for 3 months! For some of our students, it is Pilchard Surprise every day – so ask that question, foster that relationship, raise those aspirations and take Pilchard Surprise off their table, too.

Further Reading:

https://www.apa.org/education-career/k12/relationships

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour

https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/behaviour/EEF_Improving_behaviour_in_schools_Report.pdf?v=1736849789