Bringing Hope, Building Futures: Tackling child poverty delivery plan 2026-2031 – annex 2: Analysis of consultation and engagement

6. Support for children and young people

The last of the themes considered in the call for evidence was “Supporting children and young people to reach their full potential and to break the cycle of poverty in the longer term”. This includes actions related to early years support, education, and post-school transitions. As with previous chapters, this chapter presents an analysis of comments on this theme across the call for evidence, focusing on Question 3, Question 4, and Question 5, i.e., what is working well, what could be done differently, or what new approaches could be considered.

Overall, respondents emphasised the importance of education in addressing child poverty, advocating for the inclusion of relevant life skills in schools, and highlighting the value of collaboration between schools and other statutory and support services. The positive impact of providing free school meals on reducing the cost of the school day was also welcomed. Other recurring themes included the importance of support during pregnancy and early years, ensuring effective engagement and participation of young people, and the provision of support for children and young people with additional support needs.

Question 3. What is working well and what actions should Scottish Government and partners either continue to do or to do more of?

Question 4. Are there policies, actions or approaches that the Scottish Government and/or partners should either stop or do differently?

Question 5. Are there new policies, actions or approaches that Scottish Government should consider implementing?

The role of education in tackling child poverty

At Question 1, some respondents stressed the vital role of education in breaking the cycle of poverty. Education was felt to be essential in supporting children and young people, providing a foundation for future learning, and preparing them for the world of work. The role of education in allowing parents to work was also noted. However, there was variation from respondents in how children and young people could be supported by education.

A common theme was calls for specific skills to be taught in schools, particularly financial literacy. Some respondents felt that having greater emphasis on financial education in the curriculum could help to improve financial literacy and understanding. One organisation called for all young people to leave school with a bank account set up, noting that a pilot of this approach is currently underway, which they hope will lead to the approach being applied nationwide. In addition to financial literacy, there were a few calls for a greater focus on other life skills, such as parenting and relationship skills.

Building on the potential for collaboration between schools and other services was another common theme. For example, it was felt that linking education with housing, healthcare, mental health support, and social security could increase opportunities for early intervention and whole family support. Some respondents noted that this could include embedding or co-locating services within education establishments but also sharing relevant data that supports a joined-up approach to identifying and referring children, young people, and their families who need support. Two respondents called for greater training for professionals, including teachers, social workers and healthcare workers, to ensure they can identify poverty, consider prevention, offer pathways to support and reduce stigma.

Some respondents raised the issue of ensuring a range of pathways are available for children and young people. For example, calling for more support for those wishing to pursue vocational qualifications or apprenticeships. Suggestions for improvements included:

• Two respondents highlighted the value of the Developing the Young Workforce (DYW) programme and how employer engagement in education can positively impact attainment and post-school transitions. One respondent called for a stronger connection to be made between DYW’s work and tackling child poverty, while another suggested that DYW should start in primary education and focus more on work experience during secondary education.
• Promote Education and Skill Development and Scholarship Programs that offer financial assistance to marginalised students pursuing higher education or vocational training.
• Greater funding for sector-based skills academies targeted at those who are at risk of leaving school without a positive destination.
• Support non-traditional education pathways, such as those offered by Aberdeen Football Club Community Trust, to help individuals who may not fit into the traditional education system.

A few respondents called on the Scottish Government to do more to improve access to education and support non-attendance at school. More specifically, a singular comment highlighted challenges arising when pupils are removed or excluded from school or cannot access placements due to factors such as living with friends or in temporary accommodation. This respondent highlighted that this could mean young people miss out on receiving education and qualifications, creating further barriers to entering employment. One respondent noted that lack of engagement in education could also lead to youth offending and involvement in the criminal justice system. Another respondent welcomed the funding for Child Poverty Employability Coordinators, describing it as enabling the development of partnership opportunities to support school attendance. A further respondent noted the positive impact of youth-based approaches on attendance (see below).

A small number of respondents and attendees at engagement events commented on the importance of supporting transitions, including those from nursery to primary school, from primary to secondary school, leaving secondary school, starting further or higher education, and leaving care placements. Respondents felt that in the key moments of transition, children and young people experiencing poverty may require, and benefit from, targeted support and assistance. Most comments did not elaborate on what type of support would be helpful, though one organisation highlighted a perceived lack of communication and coordination between children’s and adults’ services, which they felt hindered transitions of young disabled people. In the call for evidence, one respondent called for support for school leavers earlier than six months before their leave date, which funded employability projects are currently unable to do.

Other singular comments included:

• Ensuring that further and higher education students are well supported during their studies.
• Assisting further and higher education institutions to enhance their efforts to widen participation.
• A call for certainty around funding to minimise short-term planning, with a respondent noting that Strategic Equity Funding (SEF), Pupil Equity Funding (PEF) and investment to support Care Experienced Children and Young People (CECYPF) have provided essential additional resources and positive impacts.

Reducing the cost of the school day

Several respondents, in response to Question 3, noted the value of providing free school meals to children in P1 to P5, and to those in P6 and P7 who receive the Scottish Child Payment. The value of the Bright Start Breakfast programme was also noted. Comments tended to highlight the benefits to children’s nutrition, of reduced hunger enabling learning, and a reduction in stigma by offering free meals to all. Some respondents at other questions called for funding to maintain the existing provision or advocated for the provision to be expanded across nursery, primary, and secondary, or to be provided in some form during school holidays. Conversely, a few respondents called for a more targeted approach, such as using means-tested benefits as the qualifying criteria for free school meals, rather than the existing universal approach. One organisation noted that there had been challenges in sharing the data needed to identify young people who are eligible for free school meals, and expressed concerns about the capacity and funding available for expanded provision beyond P5. More broadly, another organisation called on the Scottish Government to make the School Meal Debt Fund permanent.

Beyond school meals, some respondents highlighted the cost of other aspects of the school day. These included transportation, uniforms, school trips, and extracurricular activities. Some existing policies were seen to have had a positive impact, such as the Young Persons’ Free Bus Travel Scheme for Under 22s, the School Clothing Grant and the Educational Maintenance Allowance (EMA). There were, however, calls for more to be done to increase uptake of the latter two supports. Other suggestions included resource exchanges, e.g. of books and uniforms, and increased provision of free hygiene and period products. One respondent cited a pilot in Glasgow of a Financial Inclusion Support Officer working in secondary schools to help families access support. In the context of developing the new Plan, one respondent noted it is important to consider whether tackling these costs is included under Theme 4 (Support for children and young people) or Theme 2 (Cost of living and income maximisation), given the latter’s focus on living costs.

Greater investment in the early years

A few respondents at multiple questions, and attendees at engagement events, highlighted the importance of prioritising interventions during pregnancy and the early years. These respondents noted that experiences during pregnancy and the first 1,000 days have been shown to have long-term impacts on a child’s development and future outcomes. For example, one organisation provided evidence of how a one-off payment of £190, equivalent to three months of child benefit, had positive impacts on birth weight, a strong predictor of future outcomes. In that instance, the effects were greater for younger mothers and those living in deprived areas.

A few respondents cited a range of issues covered by this theme, including midwife, family nurse, and health visitor relationships, nutrition, breastfeeding support, early years education, and financial support. It was also noted that investing in early years, as part of a whole family approach, can help new parents navigate access to other services and enhance parent-child relationships and attachment. Similarly, another organisation noted the benefits to women’s health and wellbeing, as well as their unborn child, through offering a range of support during and after pregnancy.

In terms of what is seen as working well, one organisation described the positive impact of the Scottish Child Payment, Best Start Grant, and Best Start Foods, which provide families with financial assistance to purchase nutritious food and cover the costs of early childhood essentials. Others cited ‘Thrive Under Five’ approaches, which aim to address poverty and healthy weight.

A small number of respondents called for the ‘Support for children and young people’ theme to have a more specific reference to, or include tailored approaches or a comprehensive strategy for, the early years. However, respondents defined this period in different ways, for example, that it should cover ‘the early years’, ‘the period from pregnancy to age three’, or ‘babies and infants’. It was suggested that an explicit focus on this initial period, where evidence shows that investment can have positive impacts and reduce costs to the government later in life, would be beneficial. A few specific calls from respondents included prioritising and greater investment in early years childcare and education (see Chapter 3) and maintaining and strengthening early years financial support programs (see Chapter 4).

One organisation and attendees at one engagement event identified learnings from the Sure Start programme in England. It was noted that Sure Start has been shown to be effective at reducing educational, health and financial gaps between children from the most and least deprived backgrounds.

Youth engagement and participation

A small number of respondents across multiple questions commented on the importance of effective engagement with children and young people and encouraging their participation. Most commonly, respondents highlighted the value of youth work and Community Learning and Development (CLD) in supporting young people to build their skills and confidence and achieve positive destinations and called for more long-term funding to increase access to these approaches.

At the engagement events, attendees described the importance of improving community resources for children and young people, including investing in community centres and providing after-school clubs for children and young people experiencing poverty.

A few respondents emphasised the importance of ensuring meaningful participation by children and young people, as well as their families, in decision-making, as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and the UNCRC (Incorporation) (Scotland) Act 2024, and more specifically in shaping policies aimed at tackling child poverty and monitoring their progress. The importance of ensuring that the voices of children and young people are heard and their views respected was noted by these respondents.

Additional Support for Learning (ASL)

A small number of respondents noted that, in addition to other forms of disadvantage, child poverty is closely linked to other barriers to learning, such as having an additional support need, which limits their ability to meet their future potential. For example, one organisation noted the overrepresentation of children and young people with speech, language, and communication needs in the care and justice systems.

Additional needs were cited as including young people who are neurodivergent, disabled, care-experienced or young carers. This led to calls to ensure that existing ASL legislation is implemented consistently, and that sufficient funding and staffing are available to support children and young people. It was felt that this would contribute to closing the attainment gap and alleviating mental health and wellbeing concerns among these groups of young people. One organisation also noted that support for families of those with additional support needs is essential in helping them to support their children and young people to reach their potential.