Beyond the pandemic – poverty and school education in Scotland

McKinney, S. et al. (2023) Beyond the pandemic – poverty and school education in Scotland. Scottish Educational Review, 54(2), pp. 238-264. (doi: 10.1163/27730840-20231002)

Abstract

The introduction of Universal Credit and the effects of the economic crisis precipitated by the Covid-19 pandemic, compounded by the Russian invasion of Ukraine, have all contributed to a rise in the levels of poverty and child poverty in Scotland and the wider United Kingdom. The rise in child poverty will have an impact on an increasing number of children and young people and their effective engagement with school education. This article presents a series of research findings and insights by leading researchers from Scottish Universities on key themes in Scottish education that were highly relevant in the pre-Covid and pre-war era, themes that will continue to be highly relevant in the forthcoming years. The themes are: Education in Local Child Poverty Action Reports; Digital Poverty and Education; School Uniform; Challenges for music education in Scotland and Teacher preparation for educational inclusion.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Jaap, Dr Angela and McKinney, Professor Stephen and Lowden, Mr Kevin and Hall, Mr Stuart
• Authors: McKinney, S., Graham, A., Hall, S., Hunter, K., Jaap, A., Lowden, K., MacDougal, L., McKendrick, J. H., Mtika, P., Moscardini, L., Reid, L., Ritchie, M., Robson, D., Shanks, R., Stettin, S., and Wilson, A.
• College/School: College of Social Sciences > School of Education > Educational Leadership & Policy; College of Social Sciences > School of Education > Pedagogy, Praxis & Faith; College of Social Sciences > School of Education
• Journal Name: Scottish Educational Review
• Publisher: Brill
• ISSN: 0141-9072
• ISSN (Online): 2773-0840
• Published Online: 06 June 2023
• Copyright Holders: Copyright © 2023 Stephen J. McKinney et al.
• First Published: First published in Scottish Educational Review 54(2): 238-264
• Publisher Policy: Reproduced under a Creative Commons license