Record Levels of UK Child Poverty - Impact and Action for Schools

SSS Learning 3 min read

safeguarding children poverty

As the UK navigates a period of economic uncertainty and policy reform, the most recent figures on child poverty paint a stark picture of inequality and hardship affecting millions of families.

According to a report published by the Department for Work and Pensions (DWP) for the financial year ending 2024, data reveals record levels of children living in poverty, and the education workforce is increasingly expected to lessen the impact within their settings.

Key Statistics from the HBAI Report (FYE 2024)

According to the report:

Before housing costs (BHC), 28% of children in the UK live in relative low-income households;
31% after housing costs (AHC)- a figure that has remained relatively stable compared to the previous year;
11% of children were classified as being in material deprivation - households unable to afford essential items such as warm clothing, nutritious food, and school activities;
One in eight children is facing low income and material deprivation, which reflects more than one layer of disadvantage;
44% of children in low-income households live in families where someone has a disability, indicating a strong link between disability and poverty.

So what do the statistics indicate?

Housing costs are a major driver of poverty, especially for families with children;
Poverty is not just about income; it also affects access to essentials and quality of life;
Disability and poverty are closely interconnected, requiring targeted support for affected families;
Stability in the statistics may signal a lack of progress in tackling poverty over the last year, despite cost-of-living pressures.

These figures suggest that millions of children are growing up in households where basic life needs cannot be met, and sometimes these are not necessarily the so-called ‘visible households’, particularly where children have working parents earning less than the poverty line. In this context, ‘visible households’ refers to families or living situations that are easily recognised or assumed to be in poverty, for example, those receiving benefits, experiencing homelessness, or being known to social services.

The Bigger Picture: Food Poverty and Wealth Inequality

Separate reports, including new data from the Family Resources Survey and analysis from think tanks such as the Resolution Foundation support these findings and add further context:

A record 4.5 million children are now living in poverty, an increase of 100,000 in one year;
300,000 more children are living in households reliant on food banks;
Almost a third of children (28%) live in households too poor to afford all basic items, from warm coats to school trips;
Benefit reforms have a disproportionate impact on disabled people and carers; over 370,000 of the current Personal Independence Payment (PIP)claimants who would be eligible for PIP under existing rules are expected to lose eligibility under proposed welfare changes. Another 430,000 will not qualify in future, with many set to lose an average £4,500 a year in support.

Despite its wealth, the UK is experiencing increasing inequalities that disproportionately affect children. Scotland reports a lower child poverty rate (23%) compared to England and Wales (31%), although it missed its target of 18%. Experts argue that Scotland’s fiscal interventions, including its child poverty programme, prevented worse outcomes, providing a potential model for broader UK reform.

Why This Matters to Schools and Education Providers

For those working in education, from headteachers to pastoral leads, this data is not just theoretical. It is evident in school lunch queues, pupil attendance patterns, mental health needs, and academic outcomes. Key impacts include:

Hunger and concentration issues in the classroom;
Increased safeguarding concerns, including neglect and emotional abuse related to financial stress at home;
Barriers to full participation in school life (e.g., missing school trips, uniforms, and devices for online learning);
Stigma and self-esteem problems, which may lead to behavioural difficulties or withdrawal;
Reduced parental engagement, especially when families are overwhelmed by multiple pressures such as insecure work, illness, and housing instability.

What is striking is that many children in poverty today are not living in households without employment. This challenges stereotypes and requires educators to provide sensitive, non-judgmental support.

The critical role played by education professionals

Educational professionals may not be able to tackle the root causes of poverty, but they play a critical frontline role in protecting, supporting, and uplifting disadvantaged children. Key Actions Include:

Taking a whole-school approach to inclusion and poverty awareness, so staff are educated about hidden poverty and know how to respond sensitively to signs of poverty;
Connecting families in need with support services, food banks, and local voluntary organisations;
Utilising funding streams like the Pupil Premium and the Pupil Development Grant (in Wales) to facilitate targeted academic and pastoral interventions;
Engaging families without stigma, acknowledging the pressures they face, and building trust through flexible and compassionate communication;
Lobby for change by utilising your school's voice in local authority strategies, child poverty forums, and national campaigns that advocate for action.

As the UK awaits the publication of a new Child Poverty Strategy anticipated in June 2025, safeguarding professionals remain concerned that, without decisive policy action, including the removal of the two-child benefit cap, rates of child poverty may continue to rise. Campaigners highlight that HM Government could lift 700,000 children out of poverty overnight by adopting measures similar to those implemented in Scotland.

From a safeguarding perspective, child poverty must be recognised as a significant risk factor that increases vulnerability to neglect, exploitation, poor mental health, and disrupted education. The stark reality is that poverty is not inevitable, it is shaped by political choices, economic policy, and societal values.

SSS Learning

9 April 2025