Housing conditions and children’s educational outcomes

be easily transferred. However, there is some transferable learning in relation to tenant participation mechanisms. Given that there is no regulatory requirement for landlords to engage with their tenants and the prevalence of very small landlords, attention should focus initially on extending collective tenant participation. There is already an agency-led tenant participation vehicle in place: Renters’

Voice. This initiative has a core group of tenants who regularly provide input and feedback on issues of general concern to private tenants and could be more formally convened as a PRS policy panel (like the Housing Policy Panel already in operation for the social rented sector). • The study also recognised the potential benefits of a multi-stakeholder PRS forum, with an NIwide remit or indeed a PRS forum in each of the 11 council areas. Councils and community groups

could play a key role in identifying tenants who may be willing to participate in collective structures. Their involvement would more likely enhance the representativeness of the tenant members, an important consideration given the diversity of the PRS. • Traditionally, collective tenant engagement in the social rented sector was carried out via meetings. Providing alternatives that focus more on digital methods would facilitate participation in an engagement structure that is compatible with tenants’ circumstances and needs, and, in particular, their desired level of commitment in terms of time. • Finally, and in some ways most importantly, tenants should see the impact of their participation – only then will their commitment to the process of ongoing participation be secured in the longer term.

Inequality within education has gained significant attention in recent years. After continued educational disparities through the Covid-19 pandemic, it appears that this is the time for reform, as the future of schooling, and work, is likely to change forever. But what reforms must happen to help disadvantaged children? Georgia Freeman, Graduate Business Manager at MarketAI, considers the importance of housing.

Twenty-five years ago, Tony Blair listed his top priorities for coming into government: “Education, education, education.”

This statement opened the conversation around improving education by raising ambitions, developing young talent, overcoming neglect, and allowing Britain to educate society better.

The conversation was extremely important but raised the question: How much focus can we put on education policies purely?

There must also be a view of society’s broader context and inequalities that lead to educational differences. Schools are a public institution to educate, but the social condition underlying this is complex; the imperative is that disparities are addressed. The recent petition signed by over a million people for footballer Marcus Rashford’s free school meals campaign highlights the importance of social causes in the UK and their prominence. This campaign gained mass support from the general public and highlights the wish for equality. Those involved therefore might likely agree with implementing policies to improve children’s education.

Concern over educational outcomes regarding housing conditions, inevitably, will become more prevalent due to the Covid-19 pandemic, as those experiencing poor housing conditions tend to receive lower grades. However, due to the unique phenomenon of Covid-19, there is little previous data to compare.

Blurred lines surround what has caused poor educational outcomes throughout the pandemic, whether it be: • Housing conditions themselves • The environment within the house • The equipment and technology available to the child.

The cause of poor educational outcomes proves challenging to distinguish and evaluate due to the many aspects of housing conditions. Perhaps this is why we have not yet identified and solved the problem of poor educational outcomes. What we do know is that children living in poverty are significantly disadvantaged educationally compared to their wealthier peers.

Impact of overcrowded housing

My research identified links between educational attainment and overcrowding. These links include factors such as difficulties in homework

completion in overcrowded households and lack of sleep for children sharing bedrooms. Some 60% of children living in overcrowded conditions at the age of 15 are repressed in school achievement.

Impact of temporary housing

Insecurity and frequent moves when living in temporary accommodation can make settling into schools difficult for children, and disrupt their progress. Many studies show that moving to a new house often during childhood can lower educational attainment rates throughout adolescence. Many believe that movement between houses causing the loss of social relationships usually built in the early years is the likely cause. This does, however, depend on the quality of the move.

Shelter believes the following factors contribute to the difficulties: • Expensive travel patterns • No place to complete homework • Frequent absence (on average 55 days per annum due to the accommodation changes) • Childhood depression

Clearly, the issue is not natural differences in ability and skills between individuals but the difference in opportunities and backgrounds. Action on equality of opportunity must be implemented from a young age: a study by the Joseph Rowntree Foundation (Chowdry et al 2010) found that one-quarter of the cognitive gaps between rich and poor children are already apparent when the children are only three years old.

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Impact of structurally inadequate housing

My research showed that children living in damp and mouldy homes are 1.5-3 times more likely to have symptoms of respiratory problems such as asthma than those who live in dry homes. If children are experiencing coughing and wheezing, negative impacts on sleep and school attendance are likely, which long term can limit the child’s personal development. Growing up in damp and cold conditions has detrimental effects on children’s physical health, which consequently can affect a child’s chances of good education due to their illness. This correlation between poor housing and health has been described as “unarguable” (Thompson et al 2001).

Research showing causative connections between poor housing, health and education has demonstrated the change when conditions improve. Friedman’s study for Ecotec (2010) found that when central heating was installed into unheated and damp bedrooms of children aged 9-11, school absence reduced from 9.3 to 2.1 days per 100 children through the reduction of asthma and respiratory problems.

Another impact of structurally unsound housing is high lead levels found within older, less expensive housing structures and paint containing lead, which can cause poisoning. Lead paint sale was banned in the UK in 1992; however, exposure may still be present due to continued circulation of these products, or houses which have not had this paint removed. Research has shown this can affect a child’s intellectual and neurological development, even at low levels.

Conclusions

The expense to change housing conditions is going to be high, but what price a child’s education? Addressing the following key problems to improve educational outcomes will be vital: • Overcrowding: the government must work to ensure every child has a suitable bed to sleep in.

A good night’s sleep will help children focus and therefore learn better in school.