AWO study

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The AWO-ISS study on life situations and life opportunities in children and adolescents, or AWO-ISS for short, is a long-term study by the Frankfurt Institute for Social Work and Social Pedagogy (ISS-Frankfurt a. M.) on behalf of the Arbeiterwohlfahrt . In a first phase, 900 children and their parents were interviewed, in a second phase 185 were selected from this group and in the last phase another 500 children from this group and their parents formed the subject of research.

"Good childhood - bad childhood"

The main target group of the study carried out from 1997 to 2000 were “children of pre-school age”. To this end, almost 900 six-year-old children were researched in 1999 in order to gain a comprehensive insight into their living situation and the extent and manifestations of poverty in this early phase of life. The main results included:

  • (Child) poverty is much more widespread in Germany than is commonly assumed.
  • (Child) poverty is not limited to inadequate income , but primarily leads to development deficits , undersupply and social exclusion among children .
  • On the basis of the life situation approach, various child-specific dimensions of poverty can be recorded and empirically proven even for six-year-olds.
  • Poverty shapes the life situation of preschool children between well-being and multiple deprivation , but children from non-poor families also suffer from various restrictions.
  • The consequences of poverty must be recognized more comprehensively and at an early stage and could be dealt with more effectively by a preventive aid system.

"Poverty in early primary school"

In the in-depth study “Poverty in early primary school age” conducted by the ISS on behalf of the AWO from 2000 to 2002, 185 of the 900 children and their families from the first study “Good Childhood - Bad Childhood” were interviewed. The aim was to support children with multiple ( multi-dimensional ) disadvantages and development deficits in their early primary school age and to research their situation. The situation was examined in detail in 27 case studies.

  • The life situation of poor and non-poor primary school children includes well-being and multiple deprivation.
  • In the long run, children only have chances of growing up as prosperously as possible without poverty .
  • Family poverty limits children in all four dimensions of life and increasingly reduces their future prospects.
  • Almost all primary school children (still) feel comfortable in family and school, but the gap between rich and poor is widening.
  • The poor children have already been delayed, that is not regular, started school .
  • Poor children of early primary school age clearly perceive their situation - unlike in preschool age.
  • Almost all parents undertake a wide range of - but highly variable - efforts to cope with or improve their difficult life situation.
  • The family's social networks make a decisive contribution to relieving the parents and reducing the consequences of poverty among children.
  • Children with a migrant background are at higher risk of poverty.
  • Boys and girls react differently. Especially with poverty
  • Professional support and help for the children is available, but these show clear weaknesses.
  • There is a need for social and political action.

"Future opportunities for children !? - Impact of poverty up to the end of primary school "

The results of the final study are based on a repeat survey carried out between mid-2003 and mid-2004 with around 500 children. In addition, qualitative interviews with children and their parents were carried out - also in two waves.

  • Successful educational paths are largely closed to poor children
  • Family poverty affects teachers' assessment of school performance
  • The educational career begins in kindergarten
  • Children with a migration background have opportunities, but only if they are not poor at the same time
  • Poverty sets in motion an ever faster elevator going down

Requirements of the AWO based on the study "Future opportunities for children !?"

  • The promotion of children with unequal educational opportunities due to poverty must be promoted from the start with far more investment than that for other children, so that all children receive the best possible support.
  • Expansion of childcare options for children under three years of age and individual support for these children
  • Targeted expansion and further development of day care facilities for children
  • Individual guidance and support both in primary and secondary level
  • “Absolute renunciation” of early selection into the various branches of school
  • Avoid using the phrase “socially weak” for low-income people and families. Quote from AWO Federal Chairman Wilhelm Schmidt :
These “socially weak” are anything but socially weak. Most of the “poor” parents questioned in the study are required to have an unimaginable strength to cope with their situation and to care for their children on a daily basis .

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