Best Practice

The cost of winter: Supporting your families

Poverty Pupil wellbeing Pupil Premium and disadvantage Vulnerable children
Winter can be incredibly difficult for families living in poverty. Sean Harris considers how schools can understand the impact of seasonal hardship and what they can do to support children and parents/carers
Image: Adobe Stock

Poverty and hardship in the UK have become increasingly pressing issues for schools and policy-makers this year.

Annual research from the Centre for Research in Social Policy at Loughborough University has highlighted the urgency and extent of disadvantage across communities.

The study (Stone, 2024) confirms that approximately 4.3 million children in the UK – 30% of all children – are living in relative poverty after housing costs.

Alarmingly, the research finds that child poverty rates of 25% or higher are common, affecting two-thirds of Parliamentary constituencies, with poverty particularly prevalent in the North East, North West, West Midlands, and Wales.

A report from Child of the North (2024), meanwhile, underscores the detrimental impact of poverty on children's education:

  • Children facing persistent disadvantage leave school an average of 22 months behind their peers.
  • Only 40% of the most disadvantaged pupils achieve expected attainment by the end of their schooling.
  • School leaders report spending more time addressing the consequences of poverty, including providing food for hungry students.

Policy plays a critical role in addressing these challenges. The Child Poverty Action Group (CPAG, 2024) notes that the two-child limit on benefit payments is closely linked to rising child poverty levels, with regional disparities growing over time and deepening inequality across the UK.

The Institute for Fiscal Studies has also suggested that removing the two-child limit on benefits could significantly reduce child poverty, potentially lifting 540,000 children out of poverty at an annual cost of £2.5bn – about £4,500 per child (Henry & Wernham, 2024). In contrast, lifting the household benefit cap or increasing Local Housing Allowance rates would yield smaller impacts at much higher cost per child.

At a local level, schools are adapting to increased demands. No clearer example of this is the increase in food bank provision, with 1 in 5 schools now having some form of food bank for families (Baker et al, 2024).

More widely, the Trussell Trust (2024) tells us that its food banks have distributed more than 3.1 million food parcels in the past year, with a 69% increase in the number of children requiring support compared to five years ago.

Schools are at the forefront of the cost-of-living crisis, witnessing first-hand the impact of poverty on students and their families. And while schools can only do so much to influence national policy, they can play an immediate role in alleviating the daily hardship experienced by many families and their children.

 

Assessing and predicting need

Just as school leaders prepare for key academic periods, we can also implement proactive strategies to support students and their families during seasonal hardship. This includes assessing common financial stressors in your communities and ensuring that staff are aware of how low income affects students' wellbeing.

The NEAT Academy Trust employs a unique “windscreen” preventative model to identify and support pupils who are “managing but not thriving”.

The model maps students against criteria such as welfare, SEND, attendance, and safeguarding to provide a comprehensive overview of each child’s needs.

This system provides a clear, at-a-glance picture of which children are most vulnerable, allowing us to intervene and provide targeted support proactively. 

These pupils may appear to be coping well in primary school but struggle significantly once they transition to secondary education, where the challenges are greater and the one-on-one support from primary teachers is no longer present.

By integrating the Pupil Attitudes to Self and School (PASS) assessment, they uncover hidden challenges and provide early support, particularly during the transition from primary to secondary school.

With a dedicated Vulnerable Learner Lead Practitioner and partnerships with community organisations, NEAT also offers tailored support that fosters improved attendance, engagement, and confidence among at-risk pupils.

This proactive approach ensures that every child has the opportunity to succeed both academically and personally (see NEAT Academy Trust, 2024).

 

Costing activities

Winter and seasonal festivities offer numerous opportunities for learning and enjoyment in schools. However, well-intentioned activities can inadvertently exacerbate disadvantage for students from low-income backgrounds.

It is crucial to evaluate school programmes with financial constraints in mind. For each project or event, schools should consider how financial limitations might hinder participation for students facing hardship.

Reflecting on the necessity of each activity, how it will be communicated, and how it supports those most in need is essential. At Tees Valley Education, we prioritise understanding how low-income families perceive activities and strive to make them more accessible.

To this end, CPAG has developed a range of resources to assist schools in reducing the cost of the school day for families. The Cost of the School Day Calendar (see further information) helps schools to identify potential financial barriers that may hinder full participation throughout the academic year.

This free resource offers practical ideas and strategies from schools across the UK which have participated in the Cost of the School Day project or implemented cost-reducing measures to support families.

Crucially, the work of CPAG emphasises the importance of listening to children – schools can have the most significant impact by understanding the experiences of their children and the needs of those facing hardship.

 

Belonging and inclusion

Creating a sense of community is vital for pupils, particularly those facing difficulties at home. A sense of belonging positively impacts students’ mental health and resilience (Allen et al, 2018; Riley et al, 2020).

Schools can promote belonging by offering inclusive, low-cost activities during winter, such as classroom door decorating contests (supplying materials to all students), or creating an "acts of kindness" advent calendar to encourage positive interactions and inclusivity.

Beith Primary School in North Ayrshire exemplifies a community-driven approach centred on core values of nurture, respect, and inspiration. Through discussions with pupils, staff, and parents, the school established these values, which are revisited weekly and form the basis for awards presented in assemblies.

As a UNICEF Rights Respecting School, Beith Primary collaborates with pupils and families to create charters promoting awareness of social issues, including racism, poverty, and disadvantage. A notable example is the Lunchtime Charter (see further information), which emphasises every child's right to nutritious food, a clean environment, and a safe, respectful dining experience.

 

Signposting seasonal support

Schools can leverage their communication channels to assist families with practical cost-saving tips. Beyond sharing school updates, schools might consider signposting colleagues, visitors, and families to readily available support, particularly during winter, This might include:

  • Affordable and free activities: Recommend local free events or family-friendly activities. Schools can offer budget-conscious options for families to enjoy time together.
  • Budget cooking: Sharing simple, low-cost recipes and shopping tips can make a significant difference for families during times of financial strain.
  • Community resources: Including information on local support services, such as food banks or charities providing additional help, can be invaluable.

An example of this is Tees Valley Education's Community Magazine. A few years ago, we conducted research with families in our primary and secondary schools, seeking insights to improve our newsletter.

Families expressed a desire for the newsletter to evolve into a community magazine rather than solely celebrating the trust and children’s achievements.

Since then, we have published our magazine with contributions from young journalists and family members. Each edition features support resources and tips for families facing hardship, available for free download through our website (see further information).

 

Beyond the symptoms

While immediate support for families and students is crucial, there is a growing urgency for schools to help foster an understanding of long-term solutions to the hardship present in our communities.

This is why our trust has dedicated significant resources to the PLACE initiative (People, Learning, and Community Engagement). This initiative enables us to consider how, as a multi-academy trust, we can contribute to research and discussions both locally and nationally to tackle educational inequality at scale. This includes collaboration with the Fair Education Alliance and Bloomberg, who have generously supported our efforts to understand and develop place-based approaches to addressing inequality in Teesside.

For more information about this work and how you can join us and other networks in tackling inequality beyond its symptoms, visit our website and my blog (see below).

The case studies in this article will be further explored in an upcoming book entitled Tackling Poverty and Disadvantage in Schools, co-authored by various contributors from across the education sector (Harris & Morley, 2025). This will feature research, practical insights, and tools to help educators better understand, navigate, and respond to poverty in their specific school contexts.

 

Further information & resources