The Overlooked: Housing instability and educational inclusion
As of August 2026, 177,570 children were living in temporary accommodation – the equivalent of seven children in every school in England. Seven children in every school experiencing one of the most destabilising forms of adversity: homelessness.
From shared spaces to hostels and B&Bs to self contained units, temporary accommodation takes many forms. Yet, despite these differences, the experience for children is remarkably similar: they are met with inconsistency and instability. This instability is not simply about housing; it is about disrupted routines, fractured relationships, and the erosion of the conditions that make inclusion and learning possible.
When these foundations are weakened, the role of the school becomes even more important to safeguard stability and belonging.
Inclusion as Stability: Why schools matter most for children in temporary accommodation
Inclusion is built on belonging, psychological safety, and equitable access – with these principles shaping curriculum, pastoral care, and the culture of a school. However, they are also the very conditions most threatened when a child is living in temporary accommodation. Schools are the anchor of support, and quite often the first point of contact for many families experiencing such instability.
Given their unique position, schools have great opportunity to embed inclusive practice into their culture and ethos to ensure all children can thrive. Schools that embed inclusive practice do more than remove barriers to participation. They create environments where children feel seen, valued, and safe. They nurture resilience, perseverance, and self regulation – skills that become essential when life outside school is unpredictable, and when children rely on school as the one stable space where consistency, care, and connection can be found.
If schools are to provide this stability, inclusion must be more than a principle… It must be practice.
Embedding Inclusive Practice: Language
As schools work to uphold inclusion for children experiencing homelessness, the next challenge is understanding ‘how’ inclusion is translated into everyday practice. When instability outside of school erodes the routines, relationships, and predictability children rely on, the school environment becomes more than a place of learning - school becomes a stabilising force. The question then becomes: what does inclusion look like in practice for a child whose life is marked by uncertainty? How can schools intentionally build the conditions that restore safety, predictability, and trust for children navigating temporary accommodation?
Often faced with a loss of routine and predictability, children in temporary accommodation are left navigating uncertainty and managing stressors far beyond their control. Inclusion in schools can bring stability at a time of instability. Keeping routines the same within and across classrooms can help reduce the anxiety children feel when their living situation is unpredictable and their daily rhythms are disrupted. Further, embedding a predictable and shared language across the school environment can help children in understanding what to expect and feeling safe in how adults respond to them.
Consistent language is one of the most powerful tools schools have when supporting children living in temporary accommodation. Language shapes culture, and culture shapes a child’s experience of school. Considering this, we must pause and ask: is a child ‘tired due to disrupted sleep’ or are they ‘disengaged’? Is a child ‘communicating distress’ or are they ‘misbehaving’? For children experiencing instability, the way adults describe their behaviour directly influences how they are understood and supported. When one adult uses empathetic, context aware language and another uses judgement or deficit based labels, the child experiences inconsistency – leading to the power of inclusive practice collapsing.
Embedding a shared, predictable language across the school ensures that every adult interprets behaviour through the same lens. By reframing behaviour as communication rather than defiance, and grounding responses in non judgemental, asset based language, schools create a coherent, stable experience for children – one not shaped by unconscious bias or misinterpretation of their needs, but by understanding, safety, and inclusion.
Children living in temporary accommodation often operate in survival mode – leading to heightened stress responses and difficulties with emotional regulation. Offering choices rather than demands – for example, ‘Would you like to start with your reading or take a moment in the quiet space?’ instead of ‘Sit down and get on with your work’ – gives children a sense of control when so much of their life feels uncontrollable. Using curiosity instead of judgement – asking ‘I’ve noticed you’re late today; is there anything you need from us this morning?’ rather than ‘You are late again’ – opens supportive conversations and avoids shame. Leading with support rather than sanctions, including attendance and behaviour support rather than penalisation, allows staff responses to remain sensitive and empowers children. Approaching situations with compassion and curiosity helps children feel safe and understood – allowing them the opportunity to begin to trust the systems they are a part of.
Inclusion as a Commitment: Schools as anchors of stability
Temporary accommodation is a growing reality. Housing instability is no longer a peripheral issue.
By embedding inclusive practice deeply and intentionally, schools can ensure that children living in temporary accommodation do not become invisible. They can provide the stability, safety, and belonging that every child needs to thrive – even when home is uncertain.
The IEC blog provides a platform for a range of voices and perspectives. The views expressed are those of the individual author and should not be taken as representing the official views of the Community.