A tale of two teens – part 2
This is an extract from Why School Doesn’t Work for Every Child: How to Create a Culture of Inclusion and Belonging by Matt Bromley which is published by Routledge and is available now in hardback, paperback, and ebook formats. Preview it on Amazon or via the Routledge website. Find out why Matt wrote the book in this blog.
This is part two. Read part one before continuing.
In part one, I explained that Tommy lives in poverty. His family struggled financially before Covid, but the impact of the pandemic and the cost-of-living crisis struck hard. His dad lost his job during the pandemic, his mum works two jobs for the minimum wage. Poverty begets poverty. Life costs more if you’re poor. This is called the ‘poverty premium’. According to the Joseph Rowntree Foundation (JRF), this may include “paying for energy through more expensive prepayment meters, which are used mainly by low-income households; paying more due to a lack of banking facilities for direct debit payments; paying more in fixed costs due to low consumption.” JRF go on to explain that the “people in poverty are more likely to live in deprived areas, where home contents insurance premiums are higher.”
In short, the poverty premium relates to a higher chance of paying a higher price, often associated with something related to poverty but not necessarily poverty itself. Further, “being in poverty may also mean lacking the resources to get around the problem – for example, the ability to afford transport to a supermarket rather than relying on higher-cost local shops.”
Poverty and cognitive function
Poverty also impairs cognitive function, making it more likely that someone with limited financial means will make bad decisions. This is, in part, because poverty-related concerns consume mental resources, leaving less for other tasks.
Children who grow up impoverished suffer from poor living standards, develop fewer skills for the workplace, and earn lower wages as adults.[1] Parents in poverty are less likely to be able to afford essentials for their children such as food and heating. They’re also less likely to be able to provide a decent standard of living or be able to allow their children to take part in enjoyable activities. Parents in poverty also face food insecurity and cramped living conditions. All these issues impact children’s mental health.[2]
Tommy suffers from poor sleep hygiene for several reasons. Firstly, he shares a bed with his younger sister. Secondly, his home is cold. Thirdly, he is not eating enough, or at least not healthily. The stress of his new life, as well as worrying about school and family, are also likely to impair his sleep.
Tommy experiences hunger and the food he does eat, because the source of food is limited, is often ultra-processed. He will probably lack energy as a result and will be storing up future health concerns. His hunger will impede his concentration and his behaviour. Although we may sometimes joke about being ‘hangry’, the link between hunger and anger is very real. Tommy will probably struggle to stay focused in class and to respond politely and diplomatically when he’s challenged about it.
Poverty and mental health
Tommy’s mental health is also declining. Tommy has no privacy. Tommy has few friends, and none near his new home. He has no outlet for his emotions, no one to talk to or turn to for help or advice. He has no space to think. He is growing up too fast, looking after his younger sister and worrying about his mum and dad. He is frequently anxious about attending school and about the fact he struggles to complete his homework due to a lack of means and a lack of opportunity. He worries about his uniform and about being bullied for his unkept appearance. He struggles in social situations and is likely to lack the social skills needed for future success.
Poverty and cultural capital
Tommy does not have access to extra-curricular activities that would help build his cultural capital, keep him fit and healthy, and develop his personal and emotional skills. Unlike Thomas, he cannot play sports beyond his weekly PE lesson. And when his PE kit has not been washed and smells, he must absent himself from that, even though he enjoys it. This not only impacts his physical health, but also his socialisation, self-esteem and motivation. Unlike Thomas, he cannot attend debating society, and this puts him at a distinct disadvantage when it comes to communicating with confidence and articulacy in various contexts. Since many people conflate ability or intelligence with confident communication, this will be an impairment when – if – Tommy is interviewed for college, university or a job.
Tommy is unable to attend extra-curricular activities not only because he now lives further from his school and struggles with transportation, and not only because he must collect his sister after school some days, but also because he knows he cannot afford the additional cost of equipment and trips. Further, he is barred from attending some activities because they are regarded by his school as a reward for good conduct and he has not accrued enough house points to qualify.
Tommy lacks cultural capital, not only because he cannot engage in extra-curricular activities, or afford to go on school trips, but also because his family cannot afford to take part in activities or take holidays. Tommy, unlike Thomas, has limited experience of “old buildings” or museums and art galleries, and he has never left the country so has no experience of foreign travel. His frame of reference is therefore much smaller and, as knowledge begets knowledge and the more you know the easier it is to know more, this impairs his ability to learn new information in school. This phenomenon is known as The Matthew Effect: the rich shall get richer, and the poor shall get poorer. Learners who start school behind, fall further and further behind as they travel through the education system because they don’t have the foundational knowledge needed to access the curriculum and learn more.
Beyond the label
Although Tommy struggles at school, due to benefits reforms he is no longer eligible for the Pupil Premium and so his school, which is label-led not learner-led, no longer targets him for additional support.
On the surface, Tommy’s school sounds like the kind of place we’d want to send our own children and the kind of place we’d like to work. It’s well-organised and highly structured. It espouses high expectations and prizes hard work and engagement. Learners like Thomas do well. But the school isn’t working for the likes of Tommy. This is why we should judge schools by the outcomes they achieve for the most disadvantaged learners. And this is why we should build more equity in education… which is why I wrote Why School Doesn’t Work for Every Child. Find out more here.
bee | Bromley Education Enterprises Limited 