The students' five pieces of advice
Be aware that families have varying financial means, and ensure that everyone can join in when the class gets together. This is one of five pieces of advice from students in financially struggling families on how everyone can participate in the class community, regardless of financial circumstances. Read all five tips here.
Be aware that we don't all have the same finances
Create dialogue about and understanding of the fact that families' financial situations can differ – and that this can be a sensitive thing to talk about. Be particularly attentive to expectations and communication about things such as the class fund and other shared expenses.
Meet us with confidentiality – not pity
If we tell you about financial difficulties, it should be met with confidentiality, respect and help to find solutions. We need adults who see our situation without looking at us with pity and making us different from the rest of the class.
Make sure everyone can join in when the class gets together
Keep school and class activities at a level where all families can join in, and find shared solutions so that no one is left out of the community - or exposed because of their family's finances. And remember that costs arise both inside and outside school.
Tell our parents directly, and in good time, when something costs money
Make sure that information about school- and class-related costs goes directly to our parents, so that we don't have to be go-betweens or ask for money at home. For our parents, it is good to hear about costs in good time, so that they have a chance to save up or find other solutions.
Support us in getting a part-time job
Support us in getting a part-time job where we can earn our own money. Having our own ‘money in our pocket’ eases the financial burden on our parents, gives us the freedom to decide for ourselves what we spend money on, and makes it possible for us to take part in the social life that often goes on among us students.
The advice was initially formulated by Maple on the basis of the 18 students' statements in the focus group interviews. It was then discussed with and refined by 10 of the 18 students in a follow-up interview. Here the students contributed nuances, input and prioritisation of the advice, and subsequently confirmed that they could stand behind it.