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Information poverty is widely recognised as having a negative impact upon peoples' health and wellbeing, and socioeconomic prosperity; however, whilst an issue of significant societal concern evidenced across a wide variety of adult groups and socioeconomic contexts, no studies have been previously undertaken with children. This appears a significant oversight given that many children across the globe are considered multi-dimensionally poor. This study thus sought to explore the possibility of information poverty amongst children. One hundred fifty-six children (aged 6–8) from five UK primary schools participated in a series of practical exercises exploring their information behaviours, and 34 parents and teachers were interviewed to provide further insights. Finding's evidence self-protective information behaviours and unmet information needs amongst children aged 6–8; both characteristics of an impoverished information state. Whilst much can be explained in developmental terms (i.e. in relation to child age and emergent literacies), much can also be explained in information poverty terms encompassing issues of both information access and use. Notably, approximately half of our child participants considered themselves to be, in general, unsuccessful information seekers; and contrasts with the views of our adult participants who majority believed that children are, in general, successful information seekers. This paper provides the first evidence of information poverty in young children, and provides further insights into the role of parents in supporting their children's information needs and shaping their developing information behaviours, with parental mediation of child media use appearing particularly problematic. Enduring inequalities in information access are also highlighted. Beyond call for further global research, a public communication campaign to increase awareness of child information poverty and contributory factors is recommended as an immediate priority. [ABSTRACT FROM AUTHOR]

There are calls for researchers to study existing community assets and activities that appear to improve health and have achieved longevity. The TR14ers Community Dance Charity Limited is a community youth dance group that has been running since 2005 providing free weekly sessions for children and adolescents in an economically disadvantaged town in the UK. An in-depth case study employing qualitative, quantitative and participatory methods was undertaken with the TR14ers (current participants and those who have left, co-ordinators and families) over 6 months with the aim of understanding the sustainable processes and impact of the Group. The 12 complex systems' leverage points described by Meadows and the five domains of adolescent wellbeing developed by the United Nations H6+ Technical Working Group on Adolescent Health and Well-Being were used as frameworks to recognise the complexity of community assets like the TR14ers. The quantitative and qualitative data indicated that being part of the TR14ers contributed to multiple health and wellbeing outcomes. The positive experiences of being a TR14er led members to actively recruit others through word of mouth and public performances. Central to the TR14ers is a commitment to children's rights, which is communicated formally and informally throughout the membership informing how and what the Group does, leading to the structure and delivery of the Group evolving over time. Members sought to ensure the sustainability of the Group after they had left and were keen to mentor younger members to develop and become the leaders. Based on the insights from this case study we suggest that efforts to develop cultures of health, like the TR14ers, should focus on the core values of the activity or intervention that underpin what it does and how within the local context. [ABSTRACT FROM AUTHOR]

This involves schools stating their commitment to a healthy school environment online and a consultation with Ofsted, the school reviewing body, on monitoring school food quality. A report by the Food Foundation highlights that only 25 % of schools in England were estimated to be committed to meeting the School Food Standards([32]), data on the remaining 75 % of schools is lacking. Recent research paints an alarming picture of the school food system in the UK. For this reason, the National Food Strategy recommended extending the means-tested free school meal eligibility to all children with an income of £20 000/year or less to ensure more children who experience poverty and severe food insecurity have access to a free school meal([30]). [Extracted from the article]

Https://www.jrf.org.uk/data/poverty-rates-ethnicity 16 United Nations (2021) 'UN experts condemn UK Commission on Race and Ethnic Disparities report', UN press release, 19 April 2021. https://www.ohchr.org/en/press-releases/2021/04/un-experts-condemn-uk-commission-race-and-ethnic-disparities-report 17 Whitehead H (2021) "Charities criticise "frankly disturbing" Sewell race report", Civil Society website, 6 April 2021. https://www.civilsociety.co.uk/news/charities-hit-back-at-frankly-disturbing-sewell-race-report.html 18 Barnard H (2022) "How might the cost of living crisis affect long-term poverty?" Progress and challenges over the past 30 years In this 30th anniversary edition of I Progressive Review i , it would seem an appropriate moment to pause and observe that it is now 30 years since Stephen Lawrence was tragically murdered on the streets of Eltham in London. Where recent governments have postulated that sections of our white working-class communities in Britain are the main groups in society being left behind, black and other minoritised communities risk being robbed of their own class characteristics. [Extracted from the article]

Successive UK governments have blamed poor rates of relative social mobility on the tendency of elite occupations to exclude according to social class. Organisational programmes implemented in response aim to identify talented young people from less privileged socio-economic backgrounds, help them identify as 'legitimate' professionals, and equip them with relevant knowledge and skills. Based on interviews with 35 participants in one programme and drawing on Foucauldian perspectives on governmentality and disciplinary power, the current study explores how these programmes may reproduce inequalities rather than challenge the status quo. It shows how a dominant discourse of merit invites participants to adopt a subject position that conforms with an idealised professional identity and how they shape their conduct in response. The core contribution is to suggest that social mobility initiatives framed by organisations as mechanisms to empower disadvantaged young people, might be read as expressions of neo-liberal governmentality, unequal power and corporate control. [ABSTRACT FROM AUTHOR]

Objective To identify risk factors for asthma attacks and poor asthma control in children aged 5-16 years. Methods Prospective observational cohort study of 460 children with asthma or suspected asthma from 10 UK general practices. Gender, age, ethnicity, body mass index, practice deprivation decile, spirometry and fraction of exhaled nitric oxide (FeNO) were recorded at baseline. Asthma control scores, asthma medication ratio (AMR) and the number of asthma attacks were recorded at baseline and at 6 months. The above independent variables were included in binary multiple logistic regression analyses for the dependent variables of: (1) poor symptom control and (2) asthma attacks during follow-up. Results Poor symptom control at baseline predicted poor symptom control at 6 months (OR 4.4, p=0.001), while an increase in deprivation decile (less deprived) was negatively associated with poor symptom control at 6 months (OR 0.79, p=0.003). Higher FeNO levels (OR 1.02, p<0.001) and a recent history of asthma attacks (OR 2.03, p=0.02) predicted asthma attacks during follow-up. Asian ethnicity was associated with a lower OR for a future attack (OR 0.32, p=0.02). A decrease in AMR was also associated with an increased OR for future asthma attacks (OR 2.99, p=0.003) when included as an independent variable. Conclusions We identified risk factors for poor symptom control and asthma attacks in children. Routine assessment of these factors should form part of the asthma review to identify children at an increased risk of adverse asthma-related events. [ABSTRACT FROM AUTHOR]

This research examines parental involvement and academic achievement of children in the Sri Lankan Muslims ethnic minority living in the UK compared with the Sri Lankan Muslims living in Sri Lanka. Academic achievement of children was measured by selecting children who completed two-year end examination in 2020. Data were collected from 20 parents of children in each population and analysed with SPSS software. The perception of the community in the UK that the "academic achievement of their children is poor" has been proved wrong with a statistically highly significant performance record. The local Sri Lankans in Sri Lanka have been addressed, and there are no significant differences in the academic achievement between both populations. [ABSTRACT FROM AUTHOR]

Background: Looked after children are defined as children who are in the care of their local authority. Previous studies have reported that looked after children have poorer mental and physical health, increased behavioural problems, and increased self-harm and mortality compared to peers. They also experience poorer educational outcomes, yet population-wide research into the latter is lacking, particularly in the United Kingdom. Education and health share a bidirectional relationship; therefore, it is important to dually investigate both outcomes. Our study aimed to compare educational and health outcomes for looked after children with peers, adjusting for sociodemographic, maternity, and comorbidity confounders. Methods and findings: Linkage of 9 Scotland-wide databases, covering dispensed prescriptions, hospital admissions, maternity records, death certificates, annual pupil census, examinations, school absences/exclusions, unemployment, and looked after children provided retrospective data on 715,111 children attending Scottish schools between 2009 and 2012 (13,898 [1.9%] looked after). Compared to peers, 13,898 (1.9%) looked after children were more likely to be absent (adjusted incidence rate ratio [AIRR] 1.27, 95% confidence interval [CI] 1.24 to 1.30) and excluded (AIRR 4.09, 95% CI 3.86 to 4.33) from school, have special educational need (SEN; adjusted odds ratio [AOR] 3.48, 95% CI 3.35 to 3.62) and neurodevelopmental multimorbidity (AOR 2.45, 95% CI 2.34 to 2.57), achieve the lowest level of academic attainment (AOR 5.92, 95% CI 5.17 to 6.78), and be unemployed after leaving school (AOR 2.12, 95% CI 1.96 to 2.29). They were more likely to require treatment for epilepsy (AOR 1.50, 95% CI 1.27 to 1.78), attention deficit hyperactivity disorder (ADHD; AOR 3.01, 95% CI 2.76 to 3.27), and depression (AOR 1.90, 95% CI 1.62 to 2.22), be hospitalised overall (adjusted hazard ratio [AHR] 1.23, 95% CI 1.19 to 1.28) for injury (AHR 1.80, 95% CI 1.69 to 1.91) and self-harm (AHR 5.19, 95% CI 4.66 to 5.78), and die prematurely (AHR 3.21, 95% CI 2.16 to 4.77). Compared to children looked after at home, children looked after away from home had less absenteeism (AIRR 0.35, 95% CI 0.33 to 0.36), less exclusion (AIRR 0.63, 95% CI 0.56 to 0.71), less unemployment (AOR 0.53, 95% CI 0.46 to 0.62), and better attainment (AIRR 0.31, 95% CI 0.23 to 0.40). Therefore, among those in care, being cared for away from home appeared to be a protective factor resulting in better educational outcomes. The main limitations of this study were lack of data on local authority care preschool or before 2009, total time spent in care, and age of first contact with social care. Conclusions: Looked after children had poorer health and educational outcomes than peers independent of increased neurodevelopmental conditions and SEN. Further work is required to understand whether poorer outcomes relate to reasons for entering care, including maltreatment and adverse childhood events, neurodevelopmental vulnerabilities, or characteristics of the care system. In this record-linkage study in Scotland, Michael Fleming and colleagues compare educational and health outcomes for children who are in the care of their local authority with the outcomes of their peers. Author summary: Why was this study done?: Looked after children, defined as children placed in the care of their local authority, comprise a vulnerable cohort exhibiting poorer educational and health outcomes compared to peers. Only a few small sample studies have been conducted in the UK, and a recent systematic review reported an urgent need for more population-wide research into the educational outcomes of children placed in social care services. To our knowledge, no previous UK studies have dually investigated educational and health outcomes of looked after children compared to peers using an unselected, nationwide cohort. What did the researchers do and find?: We linked together 9 Scotland-wide databases to compare educational and health outcomes of looked after children against peers, adjusting for sociodemographic, maternity, and comorbidity confounders. Looked after children had increased risk of school absenteeism and exclusion; special educational need (SEN); poor academic attainment; unemployment; hospitalisation and mortality; and treatment for epilepsy, attention deficit hyperactivity disorder (ADHD), depression, and neurodevelopmental multimorbidity. Among children in care, those looked after away from home had less absenteeism, less exclusion, less unemployment, and better attainment. What do these findings mean?: Looked after children had poorer health and educational outcomes than peers independent of increased neurodevelopmental conditions and SEN. Among those in care, being cared for away from home appeared to be a protective factor resulting in better educational outcomes. Further work is required to understand whether poorer outcomes relate to reasons for entering care, including maltreatment and adverse childhood events, neurodevelopmental vulnerabilities, or characteristics of the care system. [ABSTRACT FROM AUTHOR]

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

Many children consume a poor quality diet with only a third of children aged 6–9 years eating vegetables daily. A high quality diet is important for good health in childhood; however, the prevalence of children living with obesity has doubled from 10% to 23% during primary school in the UK. Cooking lessons have the potential to improve diet quality and reduce obesity prevalence in childhood, both of which are associated with improved cardiometabolic outcomes in adulthood. The aim of this systematic review is to investigate the impact of school-based cooking classes on cooking skills, food literacy and vegetable intake of children aged 4–12 years. We conducted a systematic review of OVID Medline, OVID Embase, EBSCO CINHAL and EBSCO ERIC for comparative studies that evaluated outcomes of children receiving cooking classes compared to a control group. Interventions included contained food preparation or a cooking activities and took place on school premises. Risk of bias was assessed using ROB2 and Robins-I. Outcomes were pooled in a meta-analysis using a random-effects model using standardised mean differences or reviewed using narrative synthesis. Certainty of evidence was assessed using GRADE. We included 21 studies, (6 randomised). Meta-analysis showed a small positive effect on cooking self-efficacy of 0.39 units (95% CI 0.05 to 0.54), and a small positive effect on vegetable intake of 0.25 units (95% CI 0.05 to 0.45). Programmes with more than 6 h of cooking showed the greatest effects. Children's cooking programmes result in small improvements in cooking efficacy and vegetable intake, particularly those with more than 6 h of classes. It is recommended that future interventions use consistent measurement for children's food literacy and cooking confidence. [ABSTRACT FROM AUTHOR]

Covid-19 and the subsequent worldwide lockdowns have had a major impact on families and school education. The lockdowns have highlighted and exacerbated the disadvantages experienced by those children who suffer from child poverty. This article focuses on food insecurity and the digital divide, or digital exclusion, and argues that these have emerged as very pressing issues during lockdowns for children suffering from child poverty. The article provides an outline of the response of the Catholic Church and Catholic schools, primarily in the United Kingdom. There have been some concerted efforts to address food insecurity by providing food and food vouchers for children and vulnerable families. It has proved more problematic to address digital exclusion and the article argues that for those children who experience digital exclusion, this can effectively mean exclusion from the religious education, religious life, community and the pastoral and spiritual support that is normally offered by the Catholic school. [ABSTRACT FROM AUTHOR]

Over the last two decades, private renting has undergone a major revival in the UK, more than doubling its share within the housing system. Young adults increasingly remain in the sector into their 30s, giving rise to the term 'Generation Rent'. Using data from the UK's Family Resources Survey, this article shows how reliance on the sector varies by poverty status, particularly for young adults and children. In 2017/18, 42 per cent of adults under 40 in low-income poverty lived in private renting, compared with just 26 per cent of non-poor. This is almost double the proportion of 20 years earlier. Private renting is now home to more poor adults under 40 than owner occupation and social renting combined. In addition, one in three children in poverty (36 per cent) now lives in private renting, three times the level of 20 years ago. For both adults and children, rates are even higher in London and the South. Although rates of increase have slowed in recent years, this dramatic shift in the housing circumstances of those in poverty has a number of implications for housing and social policy which have not yet been sufficiently recognised. [ABSTRACT FROM AUTHOR]

Background: Children living in disadvantaged socio-economic circumstances (SEC) are more commonly victims of bullying, but pathways leading to social inequalities in being bullied are unclear. We assess how early life risk factors might mediate the increased risk of being bullied at age seven for children living in disadvantaged circumstances. Material and methods: Using data from 5,857 children in the UK Millennium Cohort Study (MCS) we calculate risk ratios (RR) for being bullied at age seven (child-reported), by household income quintile. Socially patterned risk factors for being bullied relating to social networks, family relationships and child characteristics from birth to age five were adjusted for to assess if they mediated any association between SEC and being bullied. Results: 48.6% of children reported having been bullied. Children living in the lowest income households were at 20% greater risk of being bullied compared to those from the highest (RR1.20, 95%CI 1.06,1.36). Controlling for social networks, family relationships and child characteristics attenuated the increased risk for children in low income households to aRR 1.19 (95%CI 1.05, 1.35), aRR 1.16 (95%CI 1.02,1.32) and aRR 1.13 (95%CI 1.00,1.28) respectively. Our final model adjusted for risk factors across all domains attenuated the RR by 45% (aRR 1.11,95%CI 0.97,1.26). Conclusions: About half of children reported being bullied by age seven with a clear social gradient. The excess risk in children growing up in disadvantaged circumstances was partially explained by differences in their early years relating to their social network, family relationships and the child’s own abilities and behaviours. Policies to reduce inequalities in these risk factors may also reduce inequalities in the risk of being bullied in childhood. [ABSTRACT FROM AUTHOR]

Purpose: With growing evidence that rare single gene disorders present in the neonatal period, there is a need for rapid, systematic, and comprehensive genomic diagnoses in ICUs to assist acute and long-term clinical decisions. This study aimed to identify genetic conditions in neonatal (NICU) and paediatric (PICU) intensive care populations.Methods: We performed trio whole genome sequence (WGS) analysis on a prospective cohort of families recruited in NICU and PICU at a single site in the UK. We developed a research pipeline in collaboration with the National Health Service to deliver validated pertinent pathogenic findings within 2-3 weeks of recruitment.Results: A total of 195 families had whole genome analysis performed (567 samples) and 21% received a molecular diagnosis for the underlying genetic condition in the child. The phenotypic description of the child was a poor predictor of the gene identified in 90% of cases, arguing for gene agnostic testing in NICU/PICU. The diagnosis affected clinical management in more than 65% of cases (83% in neonates) including modification of treatments and care pathways and/or informing palliative care decisions. A 2-3 week turnaround was sufficient to impact most clinical decision-making.Conclusions: The use of WGS in intensively ill children is acceptable and trio analysis facilitates diagnoses. A gene agnostic approach was effective in identifying an underlying genetic condition, with phenotypes and symptomatology being primarily used for data interpretation rather than gene selection. WGS analysis has the potential to be a first-line diagnostic tool for a subset of intensively ill children. [ABSTRACT FROM AUTHOR]

This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we take account of the affective or psychosocial dimensions and the attendant coping strategies that result. Listening to children's descriptions of poverty and its impacts on schooling is an essential aspect of better understanding these non‐material aspects of poverty and their ramifications for all involved. There is, however, a lack of time and appropriate structures in schools to attend to this wider conceptualisation of poverty, yet the outcomes of Poverty proofing the school day demonstrate that schools do have a significant role to play in reducing the barriers to learning that result. We make the case that the specific conditions of high‐stakes performativity in which schools operate, and the dominance of instrumental and metrics‐based responses to issues around poverty and learning, reduce the visibility of the affective dimension and in so doing enable unwitting stigmatisation to result. [ABSTRACT FROM AUTHOR]

In 2016 the UK's Conservative Government radically changed the official approach to child poverty measurement, scrapping targets for income poverty and material deprivation and introducing instead indicators of household 'worklessness' and children's educational attainment at age 16. This paper seeks to assess the extent of support for this move among a range of national experts. The paper briefly reviews the way that poverty has been conceptualized by researchers going back to Booth and Rowntree, before going on to examine 251 responses to a 2012–2013 UK government consultation on child poverty measurement. By drawing on the consultation, the paper is able to consider the views of those working in local authorities, children's charities and frontline services as well as academic researchers. In doing so, it seeks to contribute to the literature on poverty measurement by considering a wider set of voices than are often heard. The paper identifies very clear and broad-based support for an approach to poverty measurement that has income and material deprivation at its heart. Out of 251 responses, just two advocate removing income from poverty measurement. Responses also overwhelmingly reflect a relative understanding of poverty. There is fairly limited support for a multidimensional approach, and the paper reflects on why this might be, given a shift to more multidimensional thinking about poverty globally. It concludes that poverty measurement is highly political: what is measured drives policy, and preferences for indicators therefore reflect, at least in part, current political concerns about how best to hold government to account. [ABSTRACT FROM AUTHOR]

Raising the proportion of young people from disadvantaged backgrounds progressing to higher education has been a key policy objective for successive governments in the UK since the late 1990s. Often this has been conceptualised as a problem with their ‘aspirations’, with the solution being seen as the provision of ‘aspiration‐raising’ activities to promote higher education to those thought to have the potential to progress. Recent large‐scale studies cast strong doubt on this hypothesis by demonstrating that aspirations are not generally low, that different social groups have similar levels of aspiration and that school attainment accounts for nearly all the differences in participation rates between social groups. This article draws on data from a national project exploring efforts to widen participation across two generations of practitioner‐managers in England, focusing on their conceptualisations of the field and their constructions of ‘successful’ activities. It uses the lens of ‘possible selves’ (Markus & Nurius, ) to argue that too much policy emphasis has been placed on the aspirations of young people, rather than either their academic attainment or their expectations, which are shaped by the normative expectations of the adults surrounding them. In addition, the more expansive concepts of widening participation that were present a decade ago have become less common, with a shift towards activities with a clear role in institutional recruitment rather than social transformation. The article concludes with alternative suggestions for policy and practice. [ABSTRACT FROM AUTHOR]

For over a decade, all three‐year‐olds in England have been entitled to a free part‐time early education place. One aim of this policy is to close developmental gaps between higher‐income and low‐income children. However, the success of the initiative depends on children accessing the places. Using the National Pupil Database, we examine all autumn‐born four‐year‐olds attending in January 2011, and ask whether they started attending when first eligible, in January 2010. One in five children did not access their free place from the beginning, and the proportion is much higher among children from families with persistently low incomes. We also find differences by ethnicity and home language, but these factors explain only a small share of the income gradient. We go on to explore associations between non‐take‐up and local area factors. In areas with higher child poverty rates, take‐up is lower overall, but the gap between low‐income and other families is smaller. There are also various associations between take‐up and local proportions of different provider types (maintained, private, voluntary, Sure Start). In particular, the voluntary sector seems to have more flexibility than maintained provision to offer places in January, and more success than private providers in reaching children from lower‐income backgrounds. The analysis also highlights how take‐up overall is relatively high and the gap by income level is smaller in areas with more Sure Start provision. This suggests that aspects of Sure Start facilitated access among low‐income families, and could perhaps be replicated as implementation of the free entitlement continues to be expanded. [ABSTRACT FROM AUTHOR]

Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system. [ABSTRACT FROM AUTHOR]

Abstract: In this paper, we use a multidimensional framework to characterise child poverty in the UK. We examine the interdependencies amongst the different dimensions of multidimensional poverty and the relationship between multidimensional poverty and income poverty. We also explore the links between multidimensional poverty, income poverty and children's cognitive and non‐cognitive development. Our findings suggest that multidimensional poverty identifies many but not all of the same children classified using standard income poverty measures. Approximately 20 per cent of children are classified as poor on one measure but not the other. Children in workless households and ethnic minority children face the highest odds of growing up in both multidimensional poverty and income poverty. We find similar levels of persistence in multidimensional poverty and income poverty, with 17 per cent (18 per cent) of children experiencing persistent multidimensional (income) poverty and 10 per cent of children experiencing both persistent multidimensional poverty and persistent income poverty. Multidimensional poverty (both episodic and persistent) also has a detrimental impact on children's development over and above the negative impact of income poverty. [ABSTRACT FROM AUTHOR]

This article examines the attitudes of the Guardians of the Poor in Birmingham towards childhood and child labour from the end of the eighteenth century to the mid-nineteenth century. Utilising minutes of meetings for the Birmingham Asylum for the Infant Poor, it finds that children were removed from the workhouse to separate accommodation with workshops sited on the premises so that children as young as five years old could become economic contributors to their own welfare. It argues that over the course of five decades, pauper children made significant contributions to Birmingham finances. [ABSTRACT FROM AUTHOR]

Background There is some evidence that vocabulary intervention is effective for children, although further research is needed to confirm the impact of intervention within contexts of social disadvantage. Very little is known about the effectiveness of interventions to increase adolescent knowledge of cross-curriculum words. Aims To evaluate the effectiveness of an intervention programme designed to develop adolescents' knowledge of cross-curriculum words. Methods & Procedures Participants were 35 adolescents aged between 12 and 14 years who were at risk of educational underachievement with low scores on a range of assessments. Participants received a 10-week intervention programme in small groups, targeting 10 cross-curriculum words (e.g., 'summarize'). This was evaluated using a bespoke outcome measure (the Word Knowledge Profile). The study involved an AABA design, with a repeated baseline, delayed intervention cohort and blind assessment. Intervention included both semantic and phonological information about the target words and involved the adolescents using the words in multiple contexts. Outcomes & Results Results were promising and participants' knowledge of the targeted words significantly increased following intervention. Progress was demonstrated on the Word Knowledge Profile on the item requiring participants to define the word (for the summer intervention group only). This increase in depth of knowledge was seen on taught words but not on matched non-taught words. Conclusions & Implications Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. [ABSTRACT FROM AUTHOR]

Since 2010, UK social policy has been dominated by austerity and welfare reform. These policy platforms sit on a wider set of shifts in policy framings, in terms of both understanding the issue of poverty and the most effective solutions to it. The resulting strategies employed have had significant impacts on children and their household incomes. Within the context of the changing nature of state welfare and the drive for more privatised (non-state) provision, this paper focuses on the effects of this on assistance to children in particular, employing charitable food banks as a case study. Empirical data from the UK's largest food bank organisation (the Trussell Trust Foodbank Network) are explored to chart the rise of this provision as an example of the increasingly important role charitable organisations are playing in caring for children in the face of a reduced welfare state. The results show that both in mean and absolute terms, provision of food parcels to children by charitable foodbanks has grown considerably since the impacts of austerity, welfare reform and rising costs of living kicked in (2012/13). The results indicate that foodbanks are playing a bigger role in the provision of care to children generally in this context, but particularly where childhood deprivation is high. This paper furthers geographical discussions about the changing nature of care for those in or at risk of poverty, focusing on the increased vulnerability of children that has resulted from recent social policy shifts. Food banks form a particularly high-profile example of the rising prominence of charitable care in the context of an increasingly reduced welfare state. By discussing some of the key challenges of this provision, the paper also facilitates critical thinking about the issues that the contemporary shift away from universal social security and public care services might raise. [ABSTRACT FROM AUTHOR]

This article interrogates childhood politics through a case study of voluntary sector responses to benefit sanctions in the UK. This article explores the absent 'voices' of children in this resistance and considers, in contrast, the possibilities of engaging with children's perspectives in political endeavours. We argue for the importance of moving away from both simple platitudes about listening to 'the voice of the child' and the political retreatism that results from a sole focus on the impossibilities of representation. Whilst aware of inevitable power relations between children and adults, we suggest 'solidarity' as an animating concept, emphasising attention to the processes whereby people are differently impoverished. [ABSTRACT FROM AUTHOR]

Living in poverty disadvantages young children reducing school readiness. ‘Pedagogy of listening’ can potentially support resilience remediating against poverty’s negative effects. Little, though, is known about how early childhood education and care (ECEC) practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the US. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalisation and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organising out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries. [ABSTRACT FROM PUBLISHER]

It is proposed to examine whether the Right of Children to Free and Compulsory Education Act can achieve its major objective of ensuring education for all children in India. Indian parents like to enter their wards into private schools because they believe that the standard of education in the public schools is poor. The act strengthens this belief and it is insufficient to promote a public schooling system which is easily affordable for poorer children. The beneficiary of the act will be the lower middle-class people, not the poorer. The act is implemented without considering the basic issues in Indian society, such as poverty. The poorer children cannot attend schooling, because they want to help their parents to earn their daily livelihood. Thus, before guaranteeing the quality of education, primarily the authorities should ensure that all children go to school. [ABSTRACT FROM PUBLISHER]

The article offers insights on the application of the concept of "powerful knowledge" for the development of curriculum in schools having disadvantaged children. Topics discussed include details on the "powerful knowledge" principle, the reasons to adopt it in disadvantaged contexts and the method of its application. Details on the development of a powerful knowledge-based curriculum are presented.

This paper examines how the quality of early childhood education and care accessed by 3- and 4-year-olds in England varies by children's background. Focusing on the free entitlement to early education, the analysis combines information from three administrative datasets for 2010-2011, the Early Years Census, the Schools Census and the Ofsted inspections dataset, to obtain two main indicators of quality: staff qualification levels and Ofsted ratings. These data are combined with child-level indicators of area deprivation ( IDACI scores) as a proxy measure of children's background.The paper finds that children from more disadvantaged areas have access to better qualified staff, largely because they are more likely than children from richer areas to attend maintained nursery classes staffed by teachers, and less likely to attend services in the private, voluntary and independent ( PVI) sectors. However, within both maintained and PVI sectors, services catering for more disadvantaged children receive poorer quality ratings from Ofsted, with a higher concentration of children from disadvantaged areas itself appearing to reduce the likelihood of top Ofsted grades. This may be in part because Ofsted ratings reflect levels of child development, and therefore reward settings where children enter at a more advanced starting point, but it may also be that it is genuinely harder to deliver an outstanding service to a more disadvantaged intake. The results point to the need for funding to support better qualified staff in PVI settings in disadvantaged areas. [ABSTRACT FROM AUTHOR]

Background Organisations in England's National Health Service (NHS) are required to have 'did not attend' (DNA) guidelines to help deal with the 'unseen child'. Aims To map DNA and associated guidelines in paediatric services, examine differences in safeguarding response and advice in the guidelines and explore the experience of guideline users. Methods A mapping approach was used to locate current DNA guidelines on English NHS organisations' websites. Analysis of the guidelines was supplemented with qualitative data from those who produce, monitor or use them. Results Fewer than 8% of English NHS organisations had up-to-date guidelines in the public domain, though a further 41% stated that they had a DNA/similar policy in place or had an out-of-date guideline on their website. Advice to healthcare providers about the steps to take when a child DNAs fell into five categories: reflection and review; direct interaction with the family; indirect interaction with the family; liaison with internal colleagues; and external referral. Interviews with eight individuals led to the identification of four themes. The management of information flows was central to the effective management of DNA. Respondents also reported seeking support and advice from others. While all respondents spoke about the importance of supporting the family, the child's needs were central to dealing with non-attendance, and respondents demonstrated awareness of wider risk discourses. Conclusions We consider the implications of the work and suggest that evidence-informed guidelines developed nationally but tailored to specific services might be helpful for providers and users alike. [ABSTRACT FROM AUTHOR]

Background: In 2011/12 approximately 2.3 million children, 17% of children in the UK, were estimated to be in relative poverty. Cigarette smoking is expensive and places an additional burden on household budgets, and is strongly associated with socioeconomic deprivation. The aim of this study was to provide an illustrative first estimate of the extent to which parental smoking exacerbates child poverty in the UK. Methods: Findings from the 2012 Households Below Average Income report and the 2012 Opinions and Lifestyle Survey were combined to estimate the number of children living in poor households containing smokers; the expenditure of typical smokers in these households on tobacco; and the numbers of children drawn into poverty if expenditure on smoking is subtracted from household income. Results: 1.1 million children - almost half of all children in poverty - were estimated to be living in poverty with at least one parent who smokes; and a further 400,000 would be classed as being in poverty if parental tobacco expenditure were subtracted from household income. Conclusions: Smoking exacerbates poverty for a large proportion of children in the UK. Tobacco control interventions which effectively enable low income smokers to quit can play an important role in reducing the financial burden of child poverty. [ABSTRACT FROM AUTHOR]

In Victorian Britain rags were not only associated with the inadequate clothing of the poor, they were also viewed as a valuable commodity, widely collected for recycling into paper. This essay examines rags as simultaneously despised and precious objects, tracing the connections between Victorian accounts of poverty, the industrial recycling of rags into paper, and the redemption narratives created by Charles Dickens about rescued children. A supporter of Ragged Schools and champion of rags recycling, Dickens drew on the idea of the transformation of dirty rags into clean paper in his representations of ragged children. To him, the recycling of rags indicated the civilizing forces of modernity, and reading Dickens's representations of ragged children in this context reveals how cloth recycling became a paradigm for society's duties towards destitute children. This essay explains Dickens's juxtaposition of ragged children with references to rag-dealing in his novels; by this means he suggested that street children, like their ragged clothing, were capable of being purified and transformed into social usefulness. [ABSTRACT FROM PUBLISHER]

This paper presents a review of the family services that were offered by a sample of 121 English Sure Start Children’s Centres in 2011 and 2012. Children’s Centres are community based facilities that aim to improve outcomes for at-risk families and children through the delivery of a range of services largely aimed at families with young children. Services commonly offered include: health advice, childcare and early education, employment advice, informal drop-in facilities, and specialist support on parenting. This paper provides a snapshot of Children’s Centre service provision in 2011 and 2012 and documents the extent of change. A picture of broad stability was observed in the numbers of services that centres reported offering (from a list of 47 services grouped into 11 categories). However, some Children’s Centres also appeared to be changing the focus of the services that they provided. Some centres seemed to be shifting towards providing greater outreach (rather than parent-support) and services which were targeted (rather than universal). [ABSTRACT FROM PUBLISHER]

Alan Milburn, the Chair of the Government's Social Mobility and Child Poverty Commission recently highlighted the role of education in progressing social mobility in Scotland; 'In my view it's a grave social injustice that only one in forty pupils from Scotland's most deprived households...got three As in their Highers in 2011, compared to one in ten across all income levels'. An analysis of the data on school leavers in Scotland also points towards a considerable inequality in access to higher education in particular. This paper reports on a research and development project that progressed the provision of intergenerational mentoring for young people from communities experiencing social and economic disadvantage. The findings affirm the role of research in such innovation and indicate that intergenerational mentoring offers a process, long awaited, through which young people can gain access to the different forms of social and cultural capital that are implicitly essential for progression into higher education. [ABSTRACT FROM AUTHOR]