We know that homelessness is a complex, structural problem and it will require effective, evidence-led change at a systems-level to end homelessness for good. We also know, however, that our response must be person-centred, and that solutions must be developed around the needs, wishes and aspirations of individuals at risk of or affected by homelessness.  

The relationship between homelessness and low literacy or numeracy among adults is a good illustration of the need for this. People with low literacy or numeracy who experience homelessness have been failed by the state twice over if they grew up in the United Kingdom. This reality is likely to colour their attitude to their engagement with public agencies and services. There is considerable evidence that illiteracy, in particular, is associated with shame and stigma, which can act as a barrier to seeking or accepting support. The stereotyping of people impacted by homelessness that we so often see can only compound this.

This is why our approach at the Centre for Homelessness Impact is so important when seeking solutions to the link between low literacy or numeracy and homelessness. We look for evidence of what works, based on rigorous independent evaluation and underpinned by high quality data collected in a consistent way by actors in the system. And we align this with the lives of individuals who are at the heart of this issue.

As with many aspects of social policy associated with homelessness, there are many examples of policy interventions that seek to improve low levels of literacy and numeracy among adults. But without an embedded culture of robust evaluation, we know much less about which of these work successfully for adults who are affected by homelessness. Indeed, there have been few quantitative studies that show a direct link between poor literacy or numeracy and higher likelihood of homelessness. Instead we must look to wider research that shows correlation between illiteracy or innumeracy and known drivers of homelessness, such as poverty, family instability, disengagement with education, unemployment and lower self confidence. 

Data also show a higher prevalence of learning difficulties, such as dyslexia or dyspraxia   among people who experience some type of homelessness. The UK Government’s rough sleeping questionnaire in 2020 found that 21% of participants had a learning difficulty and 10% had an ADHD diagnosis. The proportion of people who are neurodiverse is also twice as high among people who experience homelessness: around 5% compared to 2.5% in the general population. 

Evidence further suggests that low literacy and numeracy can mean experiences of homelessness are worse, making it more difficult or complex for people to access support - including healthcare, as well as homelessness services and employment opportunities.

The case for including adult literacy and numeracy support as part of a broader homelessness prevention strategy is clear. Where illiteracy and innumeracy intersects with homelessness the result can be longer periods of homelessness, poorer physical and mental health, lower levels of employment and higher rates of reoffending. We must consider, too, the impact on individuals. Qualitative research has found that adults enrolled in literacy classes are motivated by personal benefits such as autonomy, independence, and empowerment as well as by a wish to improve their economic circumstances.

The recommendations in this paper are that, to be effective, such support must be bespoke and designed around the individual. Literacy and numeracy support for adults affected by homelessness should account for past adverse experiences and a sense of shame that individuals may hold. They should be flexible and support people in diverse circumstances including people who are neurodiverse or who have learning disabilities. And the curriculum should be grounded in real-life circumstances to be relevant and motivating to learners.

This is likely to mean a different model to conventional linear classes, combining shorter modules with informal group activities and workshops.

We acknowledge that these more flexible and personalised models of delivering adult literacy and numeracy skills, led by skilled and empathetic tutors, will have a higher up-front cost than standardised courses. As with any preventative approach, however, it should be seen through a longer-term lens and offset against future savings in housing and homelessness, economic activity, healthcare and the criminal justice system.

Furthermore, a truly preventative approach would redouble the focus on educational engagement and attainment in the formative years of the lives of young people, and targeted  and well-resourced and well-evidence literacy and numeracy support at the earliest stage necessary. 

I thank you for your interest in this report and invite you to join our movement to use the power of evidence and data to accelerate an end to homelessness, for good.

• Lígia Teixeira is Chief Executive of the Centre for Homelessness Impact