Poverty, Adversity and Child Development: What do we know and what can we do? Introduction (Action for Children and me). We look at the impact on children and parents. An approach that can make a difference and then we are going to get you to do a little bit of work and hear some feedback

What research tells us The varying environments in which children grow up in shape their development. Early, emerging gaps in children's’ skills and differences between children’s development become more apparent over time There are certain factors that drive children's’ development that can be influenced to enhance their life chances. Research about early intervention in theory can be used to create and deliver effective interventions that can work for families and children 'Good development' includes children's ability to communicate, understand their feelings, make friends, and be curious about the world around them, as well as their physical health. It's not just about learning to read and write.

Economics Babies from a poorer background have, on average, lower birth weight and children in poorer families have a worse home learning environment These factors have important consequences for future and intergenerational outcomes. Poor speech and language at age 5 predicts worse literacy, employment and mental health outcomes at age 34 and children with lowest reading ability at age 7 have 20% lower wages at age 33

Neuroscience Early adversity is associated with increased risk of long term poor outcomes and changes in neurobiological structure and function. Reducing exposure to adverse social environments during early life may optimize brain development and reduce subsequent mental health risks in adult life Brain development is crucial not just in early childhood but also in adolescence. Development of executive function, social cognition and perspective taking is shown to be ongoing during adolescence

Parents and parenting Children’s development is shaped by the quality of their environments. Recent findings from the ongoing Millennium Cohort study have additionally observed parents’ education and family income were the most powerful predictors of children’s cognitive test performance at age eleven. The quality of the parenting-family environment is predicted by risk and protective factors present within their communities and wider social networks. Studies consistently and overwhelmingly suggest that social disadvantage makes it difficult for parents to effectively meet their children’s needs

An Asset-based Approach Communities & Social Networks Participation control and contribution Civic Engagement including volunteering Developing skills, knowledge, peer support and reciprocity Bridging people in communities together, reduces stress and reinforces positive behaviour/social norms. Facilitating mobilisation for improvement and investment in their area/services

An Asset-based Approach Connectedness & Resilience Quality and quantity of social relationships with friends, family and neighbours have shown to affect morbidity and mortality Loneliness has around twice the impact on early death than obesity Children with strong family networks are more likely to have better mental health. The capacity to do well in the face of adversity is promoted by positive and long term relationships in the family, neighbourhood, and school

Case Study Family comprising Mum, Dad, Son R referred by Health Visitor Isolation – the family didn’t know anyone locally Mum’s low mood Financial difficulty – frequent requests for food parcels What are you going to do?

Intervention and outcomes Improved mental health for mum: Mum was keen to attend groups in order to make friends locally and build social networks for herself and R, while her partner is at work. She attended a weekly adult education course run in conjunction with Teignmouth Learning Centre and attended our Early Days group. Mum reported that she had been to a new group on her own and acknowledged that she wouldn’t have been able to do that several months previously. Mum would like to have more friends locally so will continue attending groups at the children’s centre.

Intervention and outcomes Family to manage financially: A referral to CAB was made, and the family advised to apply for Tax Credits and Healthy Start Vouchers. Children’s Centre worker supported with the application forms. Mum reported that they were several hundred pounds better off a month since receiving tax credits. Mum said that she didn’t expect they would need food parcels in future and that she was intending to save for new white goods.

Next Steps Early Intervention - Website http://www.eif.org.uk/ Research In Practice - https://www.rip.org.uk/ Child development as a national priority - https://www.actionforchildren.org.uk/how-you-can-help/campaign/fair-by-five/