Our submission highlights that children who already faced a higher risk of poverty have been disproportionately impacted by the pandemic and will be particularly vulnerable during economic recession. Rising child poverty places high costs on society as a whole. It should therefore be of the utmost priority that families with children are able to easily access adequate financial support.
This report focuses on social security issues during lock down, highlighting problems making and maintaining claims without support, difficulties participating telephone assessments and appeals, some PIP awards stopping and uncertainty about whether others would be extended, a number of severely disabled and terminally ill people not receiving additional amounts they were entitled to and a gap in support for some carers.
This report concentrates on the impact of COVID 19 on families living in Scotland and highlights that many families are struggling financially due to inadequate support from the social security system and/or being unable to work while schools and childcare providers are closed.
This report concentrates on the impact of COVID 19 on migrants living in Scotland and highlights social security policy and administration has left some migrants with little or no income during the pandemic.
To understand how the Covid-19 pandemic has impacted children’s experience of learning, we conducted some research through surveys and interviews. We gathered the experiences of 3,600 parents and carers, along with 1,300 children and young people, with an emphasis on the experiences of low-income households. We found that the cost burdens of school closures have fallen most heavily on families already living on a low income.
Every child should be able to make the most of their time at school, but we know that the cost of school can put pressure on low-income families and put some children at risk of missing out on opportunities and feeling different and stigmatised. CPAG’s Cost of the School Day project in Scotland is working with schools and local authorities to understand the barriers that costs create for children from low-income families, and to support policy and practice change to reduce or remove them. With the project set to be introduced in England and Wales, and expanded in Scotland, what can be learned from the last six years.
Financial support to low income families to pay for childcare through working tax credits is being replaced by the childcare element of universal credit. This Early Warning System report examines the impact of this change on parents and childcare providers.
Consultation with pupils and parents in Dundee schools highlights financial barriers to participation for pupils from low-income households and good practice in overcoming them.
This report presents qualitative data from eight Glasgow Primary and Secondary schools in areas of varying levels of deprivation. In total, 339 children and young people between Primary 5 and S6 and 111 staff members shared their views, experiences and ideas in workshop sessions and focus groups.
