Equity: Mitigating the impact of poverty on Scotland’s children and young people: Introductory activities
These activities are designed to support your introduction to the programme. We would encourage you to makes some notes for each activity in your Reflective Journal using the reflective prompts (a link to the Reflective Journal template is included in both the Introduction and the Useful links sections). If working on this programme as part of a group, you will find your notes helpful for the first Introductory Group Session.
This reading by McKinney et al. (2024) explores how poverty affects children's and young people's educational experiences in the UK, drawing on research from the Poverty and Education Network. The article is structured around three key timeframes: pre-Covid-19, during Covid-19 and post-Covid-19, highlighting how poverty has evolved and intensified across these periods.
In this presentation, you will be introduced to the purpose, development and structure of the programme. Led by Suzie Wood, Attainment Advisor, the presentation outlines how the initiative evolved from a local programme in the City of Edinburgh into a national offer designed to support educators across Scotland’s 32 local authorities.
You will hear about:
- the programme’s alignment with Scotland’s Equity Toolkit
- its flexible format, combining self-directed learning and collaborative group sessions
- the key themes explored throughout, including the definition of poverty, its impact and strategies for equitable practice.
The presentation also highlights the values and policies that underpin Scotland’s approach to equity such as the Scottish Attainment Challenge, GIRFEC and the UNCRC. It links the programme to the professional standards that guide educators, teachers, CLD practitioners and early years professionals in promoting social justice.
You will be invited to reflect on your own perspectives, and challenge your assumptions, as you begin to engage with the programme.
Welcome presentation – Suzie Wood
Before you begin your learning, this short activity invites you to reflect on some common assumptions and misconceptions about poverty in Scotland.
You will be presented with a series of statements. Your task is to decide whether each one is true or false. You can either listen to the audio version or read the transcript at your own pace.
This quiz has been developed as a conversation starter. It is designed to challenge stereotypes, prompt critical thinking and prepare you for deeper discussions during the first Introductory Group Session.
As you consider each statement, think about:
- What do I already know about poverty in Scotland?
- What surprises me?
- What might I want to learn more about?
You will have the opportunity to share your thoughts and explore the facts together with your colleagues in the upcoming session.
Let us begin by considering what we already know.
Myth-busting quiz: Poverty in Scotland – audio version
Transcript: Read each statement below and decide whether it is true or false. You will have the opportunity to discuss this activity at the start of the Introductory Group Session.
Statement 1
Most people living in poverty in Scotland are unemployed.
True or false?
Statement 2
Child poverty in Scotland has decreased significantly since the COVID-19 pandemic.
True or false?
Statement 3
More than half of children in minority ethnic families in Scotland live in poverty.
True or false?
Statement 4
The majority of children living in poverty in Scotland come from single-parent households.
True or false?
Statement 5
Poverty in Scotland is primarily caused by poor budgeting and lifestyle choices.
True or false?
Statement 6
The Scottish Child Payment has been introduced to help reduce child poverty.
True or false?
Statement 7
Mortality rates are about twice as high in the most deprived areas of Scotland compared to the least deprived.
True or false?
Statement 8
Universal Credit provides an income above the poverty line for single adults in Scotland.
True or false?
Statement 9
The cost-of-living crisis has worsened poverty levels in Scotland since COVID-19.
True or false?
Statement 10
Access to affordable housing is a key factor in reducing poverty in Scotland.
True or false?
This activity encourages you to pause and reflect on how poverty presents itself within your own local authority or community setting.
Whether you are working in a school, early years environment, or community space, poverty can be both visible and invisible and recognising its presence is a vital step toward equity.
Make some notes in your Reflective Journal about these 2 questions:
- Recall a time when you witnessed poverty in your professional context.
- Consider what poverty might look like if you were to walk through your setting or community—where might it be clearly seen, and where might it be hidden?
This activity is designed to support your reflection on professional practice through the lens of equity.
The self-evaluation wheels draw on selected professional standards, focusing on areas most relevant to the Equity programme within your sector. Please select the wheel most appropriate for you.
As you work through each section of the wheel, it will be helpful to refer to the full standards document. Take time to consider how each area connects to your role and your context, and how it can inform your approach to mitigating the impact of poverty.
This is an opportunity to reflect honestly, identify strengths and explore areas for growth, always with equity at the heart of your thinking.
CLD Competent Practitioner Framework
Standard for Childhood Practice Revised 2015
The Standard for Middle Leadership
The Standard for Full Registration
Now that you have completed the 5 Introductory Activities, you are ready for the first Group Session. Keep any notes so that you can refer to them during discussions. We hope you enjoy the Equity professional learning programme, and that it has a positive impact on you, your colleagues and your learners.
