Case study: ESOL for people who are homeless

Crisis works with people who are rough sleeping, which is the most visible and dangerous form of homelessness. The longer someone experiences rough sleeping, the more likely they are to face challenges with trauma, mental health, and drug misuse. We also support individuals experiencing hidden homelessness, such as those staying in hostels, squats, B&Bs, or with friends and family. Additionally, we work with people at risk of homelessness, including those in low-paid jobs or insecure housing.

The social causes of homelessness are diverse, including a lack of affordable housing, poverty, and unemployment. Many of our members have escaped domestic violence, while others become homeless after a relationship breakdown, job loss, or due to mental and physical health problems. Being homeless can make any of these issues even harder to resolve.

Barriers to learning for members

When members first come to us, their top priority is finding stable housing. Our coaches work tirelessly to help them navigate these complex scenarios. However, the temporary nature of their housing creates significant instability, making it difficult to commit to long-term courses. A three-month course, for instance, may seem pointless if a member expects to be moved out of the borough at any moment. During such a traumatic time, the immediate benefit of learning may be questionable.

Furthermore, members often face logistical and administrative barriers. They may be locked out of local ESOL (English for Speakers of Other Languages) provision due to their current status, such as being an asylum seeker. The enrolment process itself can be a "labyrinth of links," leading to a loss of motivation. Even after finding accommodation, members may miss strict enrolment periods for classes while they are busy settling into a new area and managing new responsibilities like bills and council tax.

A psychologically involved and member-centered approach

Working in a psychologically informed way, we establish open, trusting, and strength-based professional relationships with our members. Each Crisis member is assigned a lead worker who takes a holistic approach to their journey. The lead worker conducts sensitive assessments of their needs, including housing, emotional and mental health, motivation, and future aspirations. Our learning offer is an integral part of this assessment.

All our learning is member-centered. Once a lead worker makes a referral, we arrange appointments at times that are suitable for the member. During the appointment, we learn about their goals and what they hope to achieve through learning. For example, some members wanted to obtain a CSCS labourer card but lacked the confidence due to English not being their first language. To address this, we developed a short course where our ESOL tutor works with members on improving their vocabulary and understanding of CSCS terminology, helping them to pass the exams, get their card, and find employment.

Adapting to the pandemic

Crisis has provided a comprehensive learning offer for years, and during the pandemic, we adapted to continue delivering purposeful ESOL provision. Our online classes were primarily delivered via Zoom and WhatsApp. Pre-pandemic, we would have conducted a full initial assessment covering reading, writing, speaking, and listening skills. However, to account for the obstacles members faced, we shifted to a more informal, friendly initial chat and adapted the learning as we got to know them. We taught both online groups and one-to-one classes, using a variety of online resources and creating content tailored to members' interests.

Overcoming digital exclusion

To fully adapt to online teaching, we shortened class lengths, recognizing Zoom fatigue and the need for members to conserve their data. We also created an interactive online SWAY document to share information with lead workers and coaches. However, teaching online presented a major challenge: digital exclusion. Many of the members we work with did not have access to technology.

To address this, we partnered with Tesco Mobile, which provided us with numerous tablets, smartphones, laptops, and data. This partnership helped us engage more members online. We continue to work with Tesco Mobile to provide digital devices and connectivity. In addition to devices, we offered one-to-one support for those who were digitally excluded, adapting learning styles to suit their needs. For members not confident with Zoom, we offered one-to-one ESOL teaching via WhatsApp, which was data-efficient and accessible.

We also set up a local Digital Inclusion Working Group to identify and support digitally excluded members. This included providing tailored one-to-one support from tutors. Other barriers emerged, such as a lack of privacy for classes in COVID accommodation and insufficient data.

Blended learning offer

Despite the challenges, providing online teaching had some benefits. We were able to have smaller group sizes, which encouraged shyer attendees to participate and fostered a more tailored learning environment. Additionally, attending ESOL sessions online helped members develop their IT skills, as they used phones, laptops, and various software they would not have used in a traditional classroom setting.

We now provide a blended learning offer that includes both face-to-face and small online classes. This allows members who cannot travel to our Skylight building to still access our learning offer. We continue to work with community partners like International House, Morley College, and the Bishopsgate Institute to provide a varied learning program and adapt where necessary to help our members thrive in a post-pandemic world.