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The researchers raise concerns that the work schools are doing to support their communities is not recognised by inspections or wider policy and is either precariously funded or not funded at all. This risks exacerbating disparities between schools that serve disadvantaged versus advantaged communities.听

The report is informed by research project 鈥楩ood banks in schools: exploring the impact on children鈥檚 learning鈥�, funded by the British Educational Research Association (BERA).听

Conducted by Professor Alice Bradbury and Sharon Vince at IOE鈥檚 Helen Hamlyn Centre for Pedagogy (HHCP), the research听set out to investigate the growing use of food banks in schools. It explores what motivates schools to provide food banks, and how they operate them, through case studies of six primary schools in England.听

The results serve to illustrate the current depth of need experienced by struggling families, with the aid these schools offering stretching beyond food to include clothing, uniform, shoes and household products and toiletries.听

The report states that 鈥渃hildren are affected by a complex web of policy (housing, benefits, employment law) and economic decisions, and the school is at the frontline in dealing with the consequences.鈥� The Covid-19 pandemic raised awareness of families鈥� food insecurity, with widespread school closures meaning a halt to听free school meals for children in families with low incomes.

This experience appears to have emboldened school leaders to step in and resolve social problems themselves in the absence of outside support. School leaders report being motivated by a continuing moral obligation to help in the face of the cost of-living crisis, which has resulted in more families using food banks than at any other period (Trussell Trust, 2023).听

The daily opportunity to talk to parents when parents drop off and collect their children meant that teachers were 鈥榢eenly aware鈥� of issues faced by their pupil鈥檚 families, more than might occur at secondary schools. School leaders reported this closeness and concern for their wellbeing both served to motivate their provision of food and goods and helped to foster home-school relationships.听

Considerable positive impacts of food banks also extended to improvements in children鈥檚 learning, school participation, wellbeing and sense of belonging.听

Simply being located at the school, as opposed to a church or community centre, was viewed as a more practical solution for families as well as feeling like a safer environment to access help. This served to reduce associated stigma for parents and children and thereby affecting how likely they were to use them.

How schools presented the food bank initiatives was also a factor in reducing stigma, with some schools operating nominal or voluntary 鈥榩ay what you feel鈥� models to avoid 鈥榟andout鈥� stigma. For some schools, presenting the food bank as a green initiative to reduce food waste and 鈥榮ave food from the bin鈥� was a particularly effective, however most schools did not present their food banks as having any environmental motivation.听

Professor Bradbury commented: 鈥淭his research reveals the extent of the work schools do to support not just children but their families too. This work needs to be recognised and funded, in the absence of other services. There is a real risk that the schools spending time and money on supporting families are disadvantaged compared to those in more affluent areas.鈥�

Research Assistant Sharon Vince听said: 鈥淐hildren are arriving at school too hungry to learn, whilst financial pressures are causing stress amongst families, impacting upon relationships and learning at home. Whilst the research originally focused on food, we heard how schools are providing clothing, shoes and hygiene products. They are supporting children and families to participate in 'normal' events, such as wearing a costume for world book day听and ensuring that families can celebrate Christmas, for example.

鈥淒uring the Covid-19 pandemic, considerable attention was paid to this additional work, far beyond their remit of educating children, that schools were engaging in to support families with their wider wellbeing. This research demonstrates that this support is ongoing and, in many cases, expanding due to the cost-of-living crisis. However, the time and resources dedicated to this help is no longer recognised in policy."听

Links

• 听
• 听
• Project page: Food banks in schools: exploring the impact on children鈥檚 learning
• Helen Hamlyn Centre for Pedagogy (HHCP)
• Department of Education Practice and Society
• Department of Learning and Leadership

Image

Credit: Cultura Creative via Adobe Stock.