Teaching sequence

Work through this resource material in the following sequence:

30 minutes

Part A: How does poverty impact our health?

30 minutes

Part B: Real-life stories

15 minutes

Part C: Share your story

5 minutes

Reflection

Part A: How does poverty impact your health?

Step 1

Inform your students that we are about to discuss some sensitive topics. Acknowledge that we may feel emotional or concerned, and this is entirely normal. Consider what is appropriate for your class, encourage students to draw on their strengths, and use empathy and kindness.

Step 2

Watch the video:

Social determinants of health (https://www.youtube.com/watch?v=pbP1_qd5FHQ)

Please pause the video at the 2 minutes 11 seconds mark and list some of the economical, social or health issues people living in poverty might face. You might like to draw the following table on the board. (suggested answers)

Determinants or factors of health	Health outcomes
Poverty Low level of education Lack of adequate housing Lack of access to and availability of jobs Lack of access to and availability of transport Affordability of nutritious food Racism Discrimination Social Isolation	Diabetes Cardiovascular disease Depression Anxiety Mental illness Dental treatment

Step 3

Let your class know that we will be looking at an infographic with more information about health impacts that affect living in poverty. Display the Poverty and Inequality Makes us Sick infographic and dissect the relevant data with your class.

You may wish to introduce the facts by stating the following as a prompt to help students reflect:

I notice…
I feel...
I wonder…

Ensure you allow students to add any additional thoughts or statements they believe reflect the data and the effects of living in poverty.

Step 4

Present your class with various facts from the recent report: Work, Income and Health Inequality. The report confirms key links between wealth/income and sickness. Ask your students to read the facts and write down some positives associated with high income and negatives (detriments) associated with a low income. Then, facilitate a class discussion in relation to the following or any other facts you believe your students would be interested in exploring in the report.

For example:

Fact 1: People without paid work are almost twice as likely to report mental health issues than people who work full time.

What happens when you do not have enough money to pay for things?
How might you feel not able to buy exercise clothes and shoes, pay for membership to a sporting club or gym, or eat healthy fresh food?

Fact 2: People with higher incomes (60%) are more likely to report good health, while people with lower incomes are less likely to report good health (32%).

How does it feel to be able to pay for things?
How might it feel to be able to buy exercise clothes and shoes, pay for membership to a sporting club or gym membership, or eat healthy fresh food?

Fact 3: People under 65 whose main source of income is government income support are more likely to report mental health issues (50%) than those whose main source of income is salary or wages (18%).

What are the key steps the government can take to fix these problems?
How functional are we as a society if there is a high percentage of people with low incomes or those receiving income support experience poor mental health?

Step 5

Reassure the students that some people are working hard to help people in need. Continue watching the video: Social Determinants of Health from 2 minutes and 11 seconds and list some of the positive impacts society can do to improve people’s health.

Positive Impacts suggested answers:

Look beyond the illness to see the whole person
Ask what might help and listen
Advocate for people who experience living in poverty
Offer knowledge of where to turn for help
Provide free and accessible transport
Consider food vouchers or grocery store buying options for people on a limited income
Enable continuous education and upgrading of employment skills
Speak with nutritionists about how to have a healthy diet on a limited income
Make free and inclusive community events available so all people feel included

Step 6

Share a video:

Glenn’s journey – Living in Poverty (https://www.youtube.com/watch?v=3zKRrNCZze8)

Discuss how Glenn’s journey and experience in poverty played out. Ensure you elaborate on the importance of support in order to create opportunities and pathways out of poverty. Prompt students with questions such as:

What skills did Glen use to seek help or find support?
How important is support and guidance during difficult times and living circumstances?
What are some of the character traits we need to keep in mind or practice when seeking help/support?
What are some of the character traits we need to keep in mind or practice when we offer help and support?

Ask your students to think about the social and health issues they encountered and may continue to experience as a result. Invite students to share their thoughts on how they got through these difficult times with a friend.
Refer to the list created earlier in the lesson and highlight the determinants we noticed in Glenn’s journey.

Remember to allow students to add to the list if necessary.

Part B: Real-life scenarios

Step 1

Divide the class into groups of 3 or 4 and ensure that each group has a device with access to Youtube. Invite each group to watch one of the following examples of people living in poverty:

Glen’s journey – Escaping poverty and Shobha’s story (https://www.youtube.com/watch?v=kEPLmBpYHVY)

Rob’s journey – Living in poverty (https://www.youtube.com/watch?v=shg3kk8IIhA)

Roslyn’s story – Growing up in poverty (https://www.youtube.com/watch?v=51wdl1PcqJs)

Step 2

Guide students to create a timeline poster detailing the issues involved for Glen, Rob or Roslyn and prompt students with the following questions:

How did they get through these difficult times?
What was the positive impact, and where did the support come from?

Step 3

Ask the remaining groups to use a device to watch the following videos with people from organisations who have provided pathways out of poverty:

Greg’s story – As CEO of Thread Together (https://www.youtube.com/watch?v=FUVTpAIY3Y8)

Emma’s project – Ginninderry Joint Venture (https://www.youtube.com/watch?v=PV6-zrroKb0)

Step 4

Guide students to create a timeline poster detailing the issues these organisations work hard to resolve and prompt students with the following questions:

How did the organisations support people facing these issues?
What were the positive impacts they had on people?

Part C: Share your story

Step 1

Invite each group to share their stories with the class by showing their timeline poster and discuss their main findings. You may wish to give students some time to pause and reflect on the information they have consolidated and take a couple of minutes break between each poster presentation.

Step 2

Invite students to revisit our list from the beginning of the lesson. Allow each group to highlight the determinants from their story or add more information to the list if necessary.

Step 3

Support your students by validating any emotions they may be feeling after this lesson. Encourage your class to use their energy to help find solutions.

Reflection

Present the following questions and invite students to offer their opinion on a piece of paper or alternatively, they may wish to discuss this with a friend:

What are organisations doing well for people under the poverty line?
What still needs to change so that we can support people with financial and health problems?

Differentiated learning

Extension - Invite students to imagine they are healthcare professionals. If you were to meet Glenn from the above video in your workplace what questions, comments or actions would you use to show him he has your support? Write down your responses.

Provisions for Learning Support - While completing these lessons you may find that some students require additional emotional support. Please ensure you are aware of your school's counselling and guidance protocol and are able to offer assistance. Additionally, it may be beneficial to prepare education support staff to help facilitate the lesson.

Teacher reflection

Take this opportunity to reflect on your own teaching:

• What did you learn about your teaching practice?
• What worked well?
• What didn't work so well?
• What would you share?
• Where to next?
• How are you going to get there?

Poverty and Inequality in Australia - Poverty - In Sickness or in Health

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Summary

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UN Sustainable Development Goals

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