A role for libraries in tackling child poverty? Josephine Tucker, ASCEL Conference 2017 11 November 2017

Child Poverty Action Group Who are we? Founded 1965 Won Child Benefit Experts in social security law Instigated UK welfare rights movement Strategic litigation – test cases Won Child Poverty Act with partners Host of End Child Poverty Campaign Offices in London and Glasgow

Child poverty: An approaching crisis

Child poverty since 1960s

Child poverty is policy-responsive 1.1 m children lifted out of poverty by 2010 – half way to 10% Largest reductions in child poverty in the OECD between mid-1990s and 2008 As a result  Wellbeing improved on most indicators Deprivation levels and money worries fell. Extra money led to increased spending on fruit and vegetables, children’s clothes and books; spending on alcohol and cigarettes fell.

UK was on course to hit child poverty target in early 2020s

But we won’t end child poverty by 2020 Rising cost of a child – housing and childcare Low and stagnating wages Austerity - benefit and tax credit cuts of £27bn a year Pensioners protected – yet children more likely to be poor Child poverty now at 30% (4 million) 37% (5.2 million) by 2021-22 Child poverty targets and strategies scrapped

Impact of cuts to benefits and tax credits

Where did the burden of austerity fall?

Who is most at risk of poverty? Children in single parent families 47% Children in families with 3+ kids 39% Children in families where someone is disabled 36% Children in families with an under-5 35%

Poverty, not worklessness 67% of children in poverty have at least one parent in work 33% of children in poverty have no parent in work

Why does child poverty matter?

Low income is a cause of poor child outcomes Poorer children have worse: cognitive educational social-behavioural and health (including mental health) outcomes This is independent of other factors correlated with child poverty (e.g. household and parental characteristics). Direct effects of low income, and via parental stress and anxiety. Cooper K & Stewart K (2013) Does money affect children’s outcomes? And update (2017) York: JRF http://sticerd.lse.ac.uk/dps/case/cp/casepaper203.pdf and https://www.jrf.org.uk/report/does-money-affect-children%E2%80%99s-outcomes

Child poverty and education In 2015 only 33% of students eligible for free school meals got five ‘good passes’ at GCSE, compared with 61% of those not eligible. Children from low-income backgrounds are more likely to be persistently absent and four times more likely to be permanently excluded from school. More likely to be categorised as having social, emotional and behavioural difficulties at school. Differences in cognitive develop are apparent before the age of two. Across the OECD children in the most disadvantaged 25% are on average over 2 years behind the most advantaged 25% in their education.

Inside and outside the school gates Cost of a rich home environment (books, computers, toys) and activities (museums, music lessons, sports) Parents’ working hours, stress, focus on ‘getting by’ Poor housing – lack of quiet space/desk to study, poorer sleep, cold/damp, stress Parents on a low income more likely to have struggled in education themselves. Children’s stress and worry J Tucker, ed. ‘Improving children’s life chances’. CPAG, 2016.

Inside and outside the school gates School selection by house prices. Frequent moves / disruption ‘Cultural capital’ Cost of books and equipment for courses Feelings of stigma and exclusion Pressure to earn money as soon as possible S Exley in J Tucker, ed. ‘Improving children’s life chances’. CPAG, 2016. http://www.cpag.org.uk/lifechances

Cost of child poverty

Solutions

National priorities 1. Restore child poverty targets and strategies 2. Protect families from the rising cost of living 3. Scrap two-child rule and benefit cap 6. Jobs that pay and work for families 4. Universal childcare and extended schools 5. Reduce benefit delays and sanctions

What we are doing locally? Quality advice services 2. Local poverty/fairness commissions 3. Work with housing associations 4. Support local campaigns 5. Cost of the school day project

Cost of the school day 07:00 Getting dressed for school 08:00 Travelling to school 09:15 Learning at school 10:30 Friendships at school 11:00 School trips 12:40 Eating at school 14:00 Fun events 16:00 School clubs 00:00 Understanding and attitudes towards poverty

What about Universal Credit?

About Universal Credit A new benefit rolling out around the country between 2013 and 2022 replacing six existing benefits. Supposed to simplify the system, reduce poverty and make work pay more. After cuts most people will be worse off under Universal Credit. Paid monthly, with one payment covering children, housing costs, childcare subsidies, and in or out of work support – ‘simple’ but risky if things go wrong. ‘Digital by default’ – people have to claim online and communicate with work coaches online. More conditionality for parents.

Our work on Universal Credit 1. Resources: books, guides, advice and training 2. ‘Early warning system’ to identify operational problems 3. Modelling the effect of cuts on families and child poverty 4. Campaign to fix Universal Credit

What will this all mean for libraries?

What will this mean for libraries? More people through the door? A warm, welcoming place to go Growing demand for internet access with Universal credit roll out – how to handle? A role for libraries in advice (signposting/hosting sessions/providing resources) Access to books of course! Supporting literacy and learning Space (and computers?) for children to do homework / young people to study / adults to do job applications Free or cheap activities and clubs Social mix – the children’s centre model

Any questions? What could libraries do? How can we work together?