Burying the Socks

Ecology is perhaps the most important of the sciences to teach our young people.

In this activity ecological understanding starts with recognising the differences between natural, biodegradable materials and non-biodegradable made materials. This basic understanding underpins the concepts of recycle, reuse and reduce that even the youngest children can begin to explore. The current ecological crisis has been caused by linear thinking, by people not recognising that we live in systems that are all connected and all feedback to each other. The problem with plastic, for example, is that we haven’t taken account of plastics’ non-biodegradability. Natural systems cannot absorb it. If we understood ecology, we would know that is a serious problem. This activity introduces these fundamental concepts to young children.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#39476"
  ["title"]=>
  string(34) "Minibeasts Literacy Projects Plans"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(62) "https://www.teachingtimes.com/minibeastsliteracyprojectsplans/"
  ["post_date_timestamp"]=>
  int(1328609013)
  ["objectID"]=>
  string(12) "post-39476-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(166) "A series of seven Literacy project plans to support the teaching of the minibeasts topic. Projects include: Limericks, Butterfly Books and Letter writing. 
(44 pages)"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(406) "... under the leathery front wings.FoodCrickets are omnivores and scavengers, feedingon organic materials as well as decaying plantmaterial, fungi, and seedling plants.HabitatCrickets live under rocks and logs in meadows,pastures and along roadsides. Many arenocturnal.PredatorsSpiders, some wasps, ground beetles, birds, small rodents and lizards arecricket predators.Interesting behavioursTo ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(34) "Minibeasts Literacy Projects Plans"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(166) "A series of seven Literacy project plans to support the teaching of the minibeasts topic. Projects include: Limericks, Butterfly Books and Letter writing. 
(44 pages)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5618) "moult (lose their oldexoskeleton) Then the caterpillar pupates, covering itself with a protectiveshell and metamorphosing into an adult butterfly or moth.Diet: Caterpillars mostly eat the leaves of flowering plants and trees, usingtheir powerful jaws (mandibles). Caterpillars are very limited in their diet;many species will only eat the leaves of a single type of plant. They usually eatonly the plant that their mother carefully chose to lay their egg on.Anatomy: The body of the caterpillar (like all insects) is divided into threeparts –  the head, thorax, and abdomen. They have an exoskeleton, a hard,outer covering.The ocelli (simple eyes that detect light) are located on the head. The mouthand jaws (mandibles) are also located on the head. Setae are sensory hairslocated all over a caterpillar’s body, giving it a sense of touch. The caterpillarbreathes through holes in its side called spiracles. The six thoracic legs(attached to the thorax) will become the legs of the adult. The many otherprolegs will disappear in the adult stage.MINIBEASTS ■ PROJECT PLANSteaching & learning  ■ Creative teaching This page may be photocopied for use only within the purchasing institution.Information sheet: CricketsAppearanceCrickets are normally brown to black and have front wings that vary inlength, covering half to entire abdomen. Their antennae is about as long asthe distance from the head to the end of theabdomen. The wings are held flat over the bodyand the back wings are usually folded andhidden under the leathery front wings.FoodCrickets are omnivores and scavengers, feedingon organic materials as well as decaying plantmaterial, fungi, and seedling plants.HabitatCrickets live under rocks and logs in meadows,pastures and along roadsides. Many arenocturnal.PredatorsSpiders, some wasps, ground beetles, birds, small rodents and lizards arecricket predators.Interesting behavioursTo attract mates, males produce a sound made by rubbing their forewingsagainst each other. The resulting chirping sound is picked up by the female’sears (which are on her front legs). The chirp sounds are different for eachspecies so that individuals can find their own species.Impact on the ecosystemCrickets break down plant material, renewing soil minerals. They are also animportant source of food for other animals.MINIBEASTS ■ PROJECT PLANSteaching & learning  ■  Creative teachingThis page may be photocopied for use only within the purchasing institution.Information sheet: FliesAppearanceFlies have three body parts: head, thorax, abdomen. They have one pair of fully developed wings andhind wings to maintain equilibrium. Some flies have a metallic colour (e.g. bluebottles). The antennaeare difficult to see.Adult males and femalesMales and females are hard to distinguish. Females are usually larger and can extend the tip of theabdomen to form an ovipositor, which is used to lay eggs. Sometimes males have enlarged eyeswhich meet on top of the head.FoodAdult flies feed on sugary food of any kind, includingnectar and rotting fruit.HabitatFlies live in rubbish. Dead animals attract flies within hoursafter death.PredatorsMany birds, bats, spiders, and insects such as dragonflieseat adult flies. Predatory and parasitic insects eat the larvae.Interesting behavioursThe eyes of flies are among the most complex in the insect world. They are compound eyes withmany individual facets, each representing a separate light-detecting unit. The light reflected from theeye of a horse fly can form a rainbow.Flies taste, smell and feel with the hairs that cover their bodies. The hairs on the fly’s mouth parts andfeet are used for tasting. Flies taste what they walk on. If they walk onto something tasty, they putdown their mouth and taste it again.Flies use other hairs to tell them when they touch something. These hairs bend when touched. Theeyes of a fly do not have eyelids, so flies rub their eyes with their feet to keep them clean. A fly cleansitself constantly. Flies walk on smooth surfaces using sticky soft pads that act like glue. This allowsthem to walk on vertical glass surfaces and upside-down.Impact on the ecosystemFlies and other insects, such as burying beetles, are very important in consuming and eliminatingdead bodies of animals. Flies serve as prey to many other animals. Some flies aid in pollination.However, because of their habits of being attracted to rotting food and dead animals, flies cantransmit a range of diseases, including dysentery, typhoid fever and cholera.MINIBEASTS ■ PROJECT PLANSteaching & learning  ■  Creative teachingThis page may be photocopied for use only within the purchasing institution.Information sheet: Giant stickinsectsThe basicsThese beautiful insects are exquisitely camouflagedand many species look like sticks or twigs (hence thename). Compared to other insects, stick insects arelarge, and a few are gigantic. There are around 2,700known species, most of which come from thetropics. The longest insect in the world is a stickinsect called Pharnacia kirbyi (the females ofwhich reach 328mm (548mm including legsstretched out)) and many other stick insectsare among the largest insects in the world.They spend 95 per cent of the time just stayingstill. When alarmed, most will just play dead.HabitatThe natural habitat of giant stick insects aretropical leafy forests.DietStick insects are herbivorous, meaning they will only eat leaves, feeding mainly atnight, dawn or dusk and resting during the day.AnatomyStick insects have a three-part body (head, thorax, abdomen) with six legs. They donot have"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "burying"
        [1]=>
        string(5) "socks"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Minibeasts Literacy Projects Plans

7 Feb 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#44213"
  ["title"]=>
  string(44) "Activity 7b : The ethics of chemical warfare"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(72) "https://www.teachingtimes.com/pbl36activity7btheethicsofchemicalwarfare/"
  ["post_date_timestamp"]=>
  int(1526560585)
  ["objectID"]=>
  string(12) "post-44213-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(138) "Activity 7B: In this activity, students conduct a P4C enquiry based upon a
question raised by the pupils related to the use of gas in
WW1."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(314) "... able to escape from thepoisonous fumes.Gas Attack!Activity sheet 7a The Great War© Imaginative Minds Ltd.Other soldiers preferred to use handkerchiefs, a sock, a flannel body-belt, dampenedwith a solution of bicarbonate of soda, and tied across the mouth and nose until thegas passed over. It was ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(44) "Activity 7b : The ethics of chemical warfare"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(138) "Activity 7B: In this activity, students conduct a P4C enquiry based upon a
question raised by the pupils related to the use of gas in
WW1."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5610) "weapons.Developing gas as an effective weaponGas was invented to be used as a weapon of terror, deployed to cause panic andconfusion prior to an offensive. The German army are usually credited with thedeployment of gas as a weapon of attack, however, gas as a weapon was first usedby the French in August 1914, when they fired tear gas grenades at the Germans.The British were also guilty of using gas attacks – although the large scaledevelopment and use of chemical weapons was undertaken in more earnest by theGermans than any other nation.The use of poison gas by the Germans was condemned by the neutral nations.America took an extremely dim view of it. However, despite an extensivepropaganda campaign criticising the use of poison gas, the use of it escalatedthroughout the war.The British responded to the German gas attacks during the second Battle of Ypres,lasting from 22 April to 15 May 1915, with a gas assault of their own at the Battle ofLoos on 25 September 1915. It was important to have the right weather conditionsbefore a gas attack could be launched. Unfortunately, shifting winds caused theBritish soldiers to suffer far more than their intended German enemy – the wind blewthe gas back into the faces of the advancing troops.This problem was solved in 1916, when the British began using artillery shells todisperse the gas with more accuracy. This increased the army’s range of attack andhelped to protect their own troops when weather conditions were not completelyideal. Tear gas was used as an assault weapon to persuade soldiers to remove theirgas masks, rendering the soldiers more vulnerable to further deadlier attacks frommore poisonous gas.PrecautionsAfter the first German chlorine gas attacks, allied troops were supplied with masks ofcotton pads soaked in urine. The ammonia in the pad neutralised the chlorine. Thesoldiers held the pads over their faces until they were able to escape from thepoisonous fumes.Gas Attack!Activity sheet 7a The Great War© Imaginative Minds Ltd.Other soldiers preferred to use handkerchiefs, a sock, a flannel body-belt, dampenedwith a solution of bicarbonate of soda, and tied across the mouth and nose until thegas passed over. It was difficult for soldiers to fight in these conditions and it wasobvious that a means of protecting the soldiers needed to be developed.By July 1915, soldiers were given efficient gas masks and anti-asphyxiationrespirators.What was a gas attack like?The Germans first used chlorine gas against the French army at Ypres. Yellow-greenclouds drifted slowly towards the Allied trenches. There was also a distinctive smelldescribed as a mixture of pineapple and pepper. French officers assumed theGerman infantry were advancing behind a smoke screen and gave orders to preparefor an armed attack. As the cloud of gas rolled over the landscape, soldierscomplained of pains in the chest and a burning sensation in their throats.The French soldiers realised they were victims of a gas attack and began to retreatleaving a four mile gap in the allied line. German soldiers, fearful of the effects of thegas, hesitated to move forward in large numbers. The delay enabled Canadian andBritish troops to retake the position held by the French before the Germans wereable to maximise the advantage the chlorine gas had created.A disadvantage of using chlorine gas was that it made the victim cough andtherefore limited the victim’s intake of poison. Both the Allies and the Central Powersfound phosgene gas to be more effective. Only a small amount was needed to makeit impossible for soldiers to keep fighting. It also killed its victims within 48 hours ofthe attack.Even more effective than phosgene was diphosgene. The vapour of diphosgenespread more widely and was consequently more deadly as it could not be effectivelyfiltered by standard issue gas masks. It was usually delivered in high explosiveshells, meaning troops were often unable to immediately recognise its presence.Mustard gas became a favourite chemical weapon as it was easily used in assaultsvia artillery shells and could also render the area under attack unusable because ofmustard gas contamination. Mustard gas produced wounds resembling burns orblisters when it came into contact with any moist areas of the body such as exposedskin or eyes. It could also cause severe damage to the respiratory system andinternal organs.The symptoms of mustard gas could be delayed between two and 24 hours,resulting in severe cell damage before the victim even realised they had beenexposed.The level of toxicity depended upon the exposure to the gas. Mild exposure resultedin eye pain, excessive secretion of tears, irritation of the mucous membranes,inflammation of the skin, hoarseness, coughing and sneezing. Severe exposure ledto blistering, blindness, nausea, vomiting and respiratory complications. Death wascaused by lung injury.Activity sheet 7b The Great War© Imaginative Minds Ltd.NameFirstuseType Used byXylyl bromide 1914 Lachrymatory, toxic BothChlorine 1915 Corrosive. Lung Irritant BothPhosgene 1915Irritant – Skin and mucousmembranes. Corrosive, toxicBothBenzyl bromide 1915 Lachrymatory Central PowersChloromethylchloroformate1915 Irritant – Eyes, skin, lungs BothTrichloromethylchloroformate1916 Severe irritant, causes burns BothChloropicrin 1916 Irritant, lachrymatory, toxic BothStannic chloride 1916Severe irritant, causesapxiatingAlliesEthyl iodoacetate 1916 Lachrymatory, toxic AlliesBromoacetone 1916 Lachrymatory, irritant BothMonobromomethylethyl ketone1916 Lachrymatory, irritant Central PowersAcrolein"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "burying"
        [1]=>
        string(5) "socks"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 7b : The ethics of chemical warfare

17 May 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44212"
  ["title"]=>
  string(23) "Activity 7A: Gas attack"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/pbl36activity7agasattack/"
  ["post_date_timestamp"]=>
  int(1526560549)
  ["objectID"]=>
  string(12) "post-44212-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(226) "Activity 7A: This activity is divided into a series of mini-activities. First of
all, students gain a bit of background knowledge about the use
of gas as a weapon during WW1 and the impact on the
soldiers it was used against.
"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(314) "... able to escape from thepoisonous fumes.Gas Attack!Activity sheet 7a The Great War© Imaginative Minds Ltd.Other soldiers preferred to use handkerchiefs, a sock, a flannel body-belt, dampenedwith a solution of bicarbonate of soda, and tied across the mouth and nose until thegas passed over. It was ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(23) "Activity 7A: Gas attack"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(226) "Activity 7A: This activity is divided into a series of mini-activities. First of
all, students gain a bit of background knowledge about the use
of gas as a weapon during WW1 and the impact on the
soldiers it was used against.
"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5606) "was needed to the stalemate thattrench warfare had created.The answer was the use of chemical weapons.Developing gas as an effective weaponGas was invented to be used as a weapon of terror, deployed to cause panic andconfusion prior to an offensive. The German army are usually credited with thedeployment of gas as a weapon of attack, however, gas as a weapon was first usedby the French in August 1914, when they fired tear gas grenades at the Germans.The British were also guilty of using gas attacks – although the large scaledevelopment and use of chemical weapons was undertaken in more earnest by theGermans than any other nation.The use of poison gas by the Germans was condemned by the neutral nations.America took an extremely dim view of it. However, despite an extensivepropaganda campaign criticising the use of poison gas, the use of it escalatedthroughout the war.The British responded to the German gas attacks during the second Battle of Ypres,lasting from 22 April to 15 May 1915, with a gas assault of their own at the Battle ofLoos on 25 September 1915. It was important to have the right weather conditionsbefore a gas attack could be launched. Unfortunately, shifting winds caused theBritish soldiers to suffer far more than their intended German enemy – the wind blewthe gas back into the faces of the advancing troops.This problem was solved in 1916, when the British began using artillery shells todisperse the gas with more accuracy. This increased the army’s range of attack andhelped to protect their own troops when weather conditions were not completelyideal. Tear gas was used as an assault weapon to persuade soldiers to remove theirgas masks, rendering the soldiers more vulnerable to further deadlier attacks frommore poisonous gas.PrecautionsAfter the first German chlorine gas attacks, allied troops were supplied with masks ofcotton pads soaked in urine. The ammonia in the pad neutralised the chlorine. Thesoldiers held the pads over their faces until they were able to escape from thepoisonous fumes.Gas Attack!Activity sheet 7a The Great War© Imaginative Minds Ltd.Other soldiers preferred to use handkerchiefs, a sock, a flannel body-belt, dampenedwith a solution of bicarbonate of soda, and tied across the mouth and nose until thegas passed over. It was difficult for soldiers to fight in these conditions and it wasobvious that a means of protecting the soldiers needed to be developed.By July 1915, soldiers were given efficient gas masks and anti-asphyxiationrespirators.What was a gas attack like?The Germans first used chlorine gas against the French army at Ypres. Yellow-greenclouds drifted slowly towards the Allied trenches. There was also a distinctive smelldescribed as a mixture of pineapple and pepper. French officers assumed theGerman infantry were advancing behind a smoke screen and gave orders to preparefor an armed attack. As the cloud of gas rolled over the landscape, soldierscomplained of pains in the chest and a burning sensation in their throats.The French soldiers realised they were victims of a gas attack and began to retreatleaving a four mile gap in the allied line. German soldiers, fearful of the effects of thegas, hesitated to move forward in large numbers. The delay enabled Canadian andBritish troops to retake the position held by the French before the Germans wereable to maximise the advantage the chlorine gas had created.A disadvantage of using chlorine gas was that it made the victim cough andtherefore limited the victim’s intake of poison. Both the Allies and the Central Powersfound phosgene gas to be more effective. Only a small amount was needed to makeit impossible for soldiers to keep fighting. It also killed its victims within 48 hours ofthe attack.Even more effective than phosgene was diphosgene. The vapour of diphosgenespread more widely and was consequently more deadly as it could not be effectivelyfiltered by standard issue gas masks. It was usually delivered in high explosiveshells, meaning troops were often unable to immediately recognise its presence.Mustard gas became a favourite chemical weapon as it was easily used in assaultsvia artillery shells and could also render the area under attack unusable because ofmustard gas contamination. Mustard gas produced wounds resembling burns orblisters when it came into contact with any moist areas of the body such as skin oreyes. It could also cause severe damage to the respiratory system and internalorgans.The symptoms of mustard gas could be delayed between two and 24 hours,resulting in severe cell damage before the victim even realised they had beenexposed.The level of toxicity depended upon the exposure to the gas. Mild exposure resultedin eye pain, excessive secretion of tears, irritation of the mucous membranes,inflammation of the skin, hoarseness, coughing and sneezing. Severe exposure ledto blistering, blindness, nausea, vomiting and respiratory complications. Death wascaused by lung injury.Activity sheet 7b The Great WarSource: WikipediaNameFirstuseType Used byXylyl bromide 1914 Lachrymatory, toxic BothChlorine 1915 Corrosive. Lung Irritant BothPhosgene 1915Irritant – Skin and mucousmembranes. Corrosive, toxicBothBenzyl bromide 1915 Lachrymatory Central PowersChloromethylchloroformate1915 Irritant – Eyes, skin, lungs BothTrichloromethylchloroformate1916 Severe irritant, causes burns BothChloropicrin 1916 Irritant, lachrymatory, toxic BothStannic chloride 1916Severe irritant, causesapxiatingAlliesEthyl iodoacetate 1916 Lachrymatory, toxic AlliesBromoacetone 1916 Lachrymatory, irritant"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "burying"
        [1]=>
        string(5) "socks"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

Activity 7A: Gas attack

17 May 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#42145"
  ["title"]=>
  string(54) "Caught in the trap - How problem debt damages children"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(64) "https://www.teachingtimes.com/how-problem-debt-damages-children/"
  ["post_date_timestamp"]=>
  int(1422355450)
  ["objectID"]=>
  string(12) "post-42145-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(260) "Nearly two and a half million children in the UK are living in families with problem debt. The impact of such poverty on these children’s lives has long been overlooked, but a recent research project has uncovered an unsettling reality. Sam Royston reports. "
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(336) "... up with ever increasing repayments. Without support and help,the situation can quickly spiral out of control, with families forced to choose betweenmaking repayments and buying essentials like food or clothing.Families with children are even more vulnerable to this cycle of debt. Whetherbrought up by one parent or two ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(54) "Caught in the trap - How problem debt damages children"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(260) "Nearly two and a half million children in the UK are living in families with problem debt. The impact of such poverty on these children’s lives has long been overlooked, but a recent research project has uncovered an unsettling reality. Sam Royston reports. "
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5618) "64Vol 6.4School Leadership Todaywww.teachingtimes.comResearchFamilydebtCaught in the trapHow problemdebt damageschildrenNearly two anda half millionchildren in theUK are living infamilies withproblem debt.The impact ofsuch poverty onthese children’slives has longbeen overlooked,but a recentresearch projecthas uncoveredan unsettlingreality. SamRoystonreports.65Vol 6.4School Leadership Todaywww.teachingtimes.comResearchFamilydebtNearly one and a half million families in the UK are struggling with problemdebt, but until now, the damage done to children has remained largelyhidden. When The Children’s Society started looking at this issue alongwith StepChange Debt Charity, we knew problem debt was a growingissue, and the financial impact on adults was well understood. But there was aworrying lack of research on the impact on children.We now know that 2.4 million children are living in families with problem debt.And problem debt doesn’t just mean children miss out on essentials; it means theysuffer worry and anxiety, their family relationships are put under strain, they have aharder time at school and they are more likely to be bullied.What is problem debt?Most of us have some kind of debt, whether that is a mortgage or credit card. But thisresearch focuses on families struggling to cope with problem debt. We defined this ashouseholds who are behind on at least one debt repayment or household bill. Thiscould be missed mortgage repayments or payday loans commitments, or unpaidheating or electricity bills.http://www.childrenssociety.org.uk/http://www.stepchange.org/66Vol 6.4School Leadership Todaywww.teachingtimes.comResearchFamilydebt Personal debt has been growing steadily since the mid-1990s. But there is no doubtthat the 2008 financial crisis made the situation worse. Many working families suddenlyfound themselves out of work, or with reduced hours. Mortgage repossessions, creditdefaults and personal insolvencies all rose.Stagnant wages and a rising cost of living since the financial crash – particularlyfor essentials like food and heating – have meant many families have been unable toescape the debt trap. Many more have fallen into problem debt for the first time. Thechallenges faced by parents coping with mounting debts have been made more acuteby an insecure jobs market and cuts to the safety net.In 2014, based on our survey of 2000 households with children, we found thatnearly one in five (18 per cent) of households with dependent children are in problemdebt. That’s 1.4 million families – with 2.4 million dependent children – who are behindon an average of £3,437 of bills and credit commitments. A further 2.9 million familiessaid they are struggling to keep up and are on the brink of falling into problem debt.The debt trapMany families are struggling, but just about managing, to make ends meet at the end ofevery month. Many will have existing debts, but they are managing them and keepingup with payments. These families are getting by, but they are walking a financialtightrope.A common thread among the families we spoke to was the experience of eitheran unexpected ‘income shock’, such as loss of a job, or ‘expenditure pressure’ such asa broken down car or having a new child, or a combination of the two, which tippedthem over the edge from feeling debts are manageable to feeling like things werebeginning to spiral out of control. These changes in circumstances could be somethingas simple as a broken boiler or unexpected bill – nearly half (46 per cent) of all familiessaid that they could not afford to pay an unexpected expense of just £500.The findings that unexpected events can trigger unmanageable debt reflect theexperiences of StepChange Debt Charity. These events can leave families feelinglike they have little choice but to take on more and more credit to pay for essentials.Because of the ‘poverty premium’, borrowing is likely to cost more for these families,and they may be forced to rely on high-interest credit.This leads to a downward spiral as more and more of their income is taken up withdebt repayments. Often – not realising there is another option – families borrow moreand more just to keep up with ever increasing repayments. Without support and help,the situation can quickly spiral out of control, with families forced to choose betweenmaking repayments and buying essentials like food or clothing.Families with children are even more vulnerable to this cycle of debt. Whetherbrought up by one parent or two, households with children are more likely to faceunexpected costs, are less likely to have a financial cushion against income shocks andare less able to adjust or reduce their outgoings.http://www.childrenssociety.org.uk/what-we-do/resources-and-publications/publications-library/debt-trap-exposing-impact-problem-debt-ch67Vol 6.4School Leadership Todaywww.teachingtimes.comResearchFamilydebtHow do children suffer?It shouldn’t come as a surprise that children suffer materially when their parents arestruggling with problem debt (though many parents told us they go to great lengths– including going without themselves – to protect their children). However, too oftenparents are left with little alternative but to either take on additional credit to meet abasic standard of living for their children, or to cut back on essentials for the family.The Children’s Society found that a third (33 per cent) of all parents have taken outcredit to pay for essentials in the last 12 months and that one in ten have borrowedmoney to pay for food for their children. At"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "burying"
        [1]=>
        string(5) "socks"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Caught in the trap - How problem debt damages children

27 Jan 2015