The Impact of Poverty

According to the latest parliamentary research on poverty in the UK, about 31% of children are living in relative poverty (after housing costs) and the number of people living in poverty is going to  increase. Findings from a 2024 review by UNICEF into child poverty showed that child poverty levels have increased faster in the UK than in any of the 40 other high-income countries they looked at. 

A child’s life chances are dependent upon a complex combination of household income, equality of opportunities and level of social inclusion. While some children who grow up in low-income households will go on to achieve their full potential, many others will not. Poverty places strains on family life, excludes children from the everyday activities of their peers and can lead to homelessness. 

Tackling child poverty will help to improve children’s lives today, and enhance their life chances, enabling them to make the most of their talents, achieve their full potential in life and pass on the benefits to future generations. 

The following groups had the highest rates of relative poverty after housing costs in 2023/24:

• Working-age adults (43%) and children (62%) living in a family where nobody was in work
• People in social rented (40%) and private rented (37%) accommodation
• Children in families with three or more children (44%)
• People in families where someone is disabled (28%)
• People in Bangladeshi (53%) and Pakistani (47%) households

Figures from Poverty in the UK: statistics, House of Commons Library, April 2025

 The latest annual report from the Joseph Rowntree Foundation highlights that the cost-of-living crisis is having a wide-ranging effect on poorer households and the situation is not improving over time. Some impacts identified in the report included the following:

• Over 8 in 10 low-income families with children (82%) were going without essentials in the 6 months to May 2025. This includes two thirds of families with children cutting back or skipping meals (66%) and almost 6 in 10 going hungry (57%) in the 30 days prior to the survey in May 2025.
• Two thirds of low-income families with children were in arrears with their household bills in May 2025 (66%), more than double the rate for families without children (27%). 

If parents and carers are unable to afford the essentials such as utilities and food for their children, how do we expect children to thrive in education and become their best selves?

Parents struggling to make ends meet can feel anger or sometimes guilt at the unfairness they see affecting their children. Most do a tremendous job of minimising the impact wherever they can, trying to ensure their children are well cared for and feel valued. 

However, poverty can be a factor in children being at risk of harm due to the stresses it creates in families and the limitations it places on choice, even though it is not a safeguarding matter in itself. It can lead to safeguarding concerns such as: 

• children’s basic needs not being met (food, warmth, clothing) 
• social isolation
• the impact of stress within a household (including emotional abuse or domestic abuse) 
• effects on learning and development 
• the impact of long working hours (e.g., increasing strains on relationships, reducing the supervision of children) 
• caring responsibilities 
• poor self-esteem and emotional health issues (in child and/or parent) 
• a risk of substance misuse (in child and/or parent)

Building partnerships with parents and carers

When working with parents and carers, practitioners should prioritise a child-centred approach, fostering partnerships to ensure understanding, support and safety. 

Remember:

• Collaborative efforts are crucial, especially in cases of suspected harm. 
• Practitioners must engage effectively with diverse families, demonstrating empathy, respect and cultural awareness. 
• Communication should be clear, inclusive and accessible. Encouraging parental/carer involvement in decision-making and valuing their input is essential. 
• Involving families and communities in designing processes fosters a holistic approach to safeguarding children. 
• Continuous reflection and adaptation based on feedback from parents and carers enhance practice effectiveness.
• Have you considered if: 
  * the setting has inclusive ways for students and families to speak about homelife, so that experiencing poverty feels less stigmatised for all?
  * the signposting and information regarding income and housing support is accessible to all families, with consideration given to language, literacy, learning needs?
  * the setting always offers practical assistance to families impacted by poverty, where possible? This might be things like donated items to support hygiene and nutrition, clothing, toys or space and time on site for students to complete their homework somewhere warm.