Research School Network: Understanding the impact of low family income on pupils Understanding the impact of low family income on pupils

Context
To address educational disadvantage, we need to understand the Impact of low family income on pupils. Pupils who thrive in our schools tend to have high levels of three factors:

Thriving

Disadvantaged pupils thrive in school when there is a collective responsibility for a high-quality educational experience. These are underpinned by the highest of expectations in all aspects of curriculum provision, learning and personal development opportunities. Pupils from low-income backgrounds are more sensitive to the quality of education they receive.

Financial stability

Financial stability creates opportunity and choice. Low family income can limit those opportunities. Our disadvantaged pupils don’t lack talent or ability, but they can lack opportunity. When we get it right, schools can be the great levellers in terms of academic learning, personal development and pastoral care. We do this by providing opportunities, but also by valuing all that all children and families bring to our school communities. Life changes for pupils and families in school when they feel like they are positive contributors to their school and local communities.

Financial stability supports travel, access to cultural experiences, the capacity to save and plan for the long term (educationally and socially).

When children are growing up in lower income households, families are often forced to think short term. Low family income limits opportunity and confidence. It is expensive being poor – materially and socially. John Rodgers from Cornwall Research School writes about being poor here. We can always prioritise things that will help our education or health and wellbeing in the long term, as we are ​‘getting through’.

Social confidence: A sense of social confidence is fostered through positive engagement in experiences. Schools provide a wealth of opportunities for interaction. As well as the countless interactions through the a school day, such opportunities might include social interactions with people across the socio-economic spectrum through cultural experiences, work experience and co-curricular activity. These experiences are likely to be highly formative in growing a sense of belonging and enabling pupils to ​‘have the language’ to support them in ever wider social contexts.

High quality enrichment opportunities may have a disproportionate impact on pupils from low-income families, who may lack opportunity outside of school. Many schools report that pupils from low-income families are less likely to participate, even when funded. It is important to ensure pupils feel included and that families are supported with economic wellbeing.

School leaders should be intentional about disadvantaged pupils being included in pupil leadership opportunities and playing prominent roles representing school in sports, music, community work. Positive experiences at school lead to motivation and belonging.

Careers education should start early and be of high quality. Broadening vistas and building social capital. The quality of careers education (especially work experience) should never be limited to personal connections. This widens the disadvantage gap.

Enrichment supports pupils to feel like they are contributing to their own personal development, but also to help them feel like they are contributors to the school community. It therefore needs to be considered, planned and implemented with this in mind, rather than simply getting more disadvantaged pupils in to clubs.

Enrichment and background knowledge: School life has the potential to enrich, broaden and extend the experiences that pupils already have. All pupils come to school with life experiences, however it is in the gift of schools to ensure provision secures equity for those who for whatever reason have had fewer, or more limited experiences of performing arts, sports, literature, film, pastimes, travel and more. ​‘Good’ enrichment is activity that creates opportunity, broadens horizons, builds confidence, promotes social inclusion and belonging. It is particularly important for pupils that lack opportunities beyond school – but should not isolate or be only open to particular pupils. Quality opportunity should be available to all, low income families should not be excluded.

​‘Good’ enrichment

This is activity that creates opportunity, broadens horizons, builds confidence, promotes social inclusion and belonging’.

It is particularly important for pupils that lack opportunities beyond school – but should not isolate or be only open to particular pupils. Quality opportunity should be available to all, low income families should not be excluded.

Our experiences beyond the classroom influence the behaviours of pupils, how they respond to their teacher and their peers:

Pupils are told they are studying ​‘Romeo and Juliet’.

Pupil A has been to Verona… to Juliet’s balcony. They have seen the ballet at the Royal Opera House and the film. Parents studied (and enjoyed the play at school). They have recently seen a modern retelling of the play at Regent’s Park Open Air Theatre. They are really motivated when told about the play. They are keen to answer questions from the teacher when exploring prior knowledge.

Pupil B is not sure whether Verona is a real place, and knows a few quotes and a rough outline of the story. They keep quiet to avoid getting it wrong… They present as passive and disengaged. They think pupil A is ​‘magically clever, as opposed to acquiring the knowledge through opportunity’.

If we just simply see what’s in front of us, we describe pupil A as ​‘engaged and motivated, pupil B as passive and disengaged.

This is how disadvantage can present in the classroom.

Levelling the playing field

How we level the playing field through front loading, and activating prior knowledge in an inclusive way is fundamental to success for disadvantage pupils.

The highest leverage approach for sustainably developing social inclusion, background knowledge and confidence is through improving pupils’ reading. It’s our greatest social justice lever.

Within our teams in school, we need to support pupils growing up in low-income households to overcoming these challenges and be socially included, always valuing what they bring to the community and celebrating their successes.

Marc Rowland

Unity Research School