Food stamps: the goverment quietly robs its citizens of the power to spend their own money

An unacceptable infringement of freedom.

This week, the government quietly and fundamentally shifted its treatment of benefit claimants. I’m not talking about yet another cut, but instead the decision that from next month individuals seeking cash loans from their council for a short-term financial crisis will now be issued with food vouchers instead of money.

Vulnerable people who have had money stolen or have had their benefits delayed can currently apply to their council for a short-term loan of up to £50, but 150 councils have now indicated that they will soon be issuing payment cards instead, and these will prevent the holder using the money for alcohol, cigarettes and gambling.

At first glance, this might seem sensible enough. Why should the state be lending money to someone who will drink or gamble that cash away? The reason this short-term lending system exists is to prevent citizens from going hungry when the social safety net fails — and under the new system, that won’t change.

But, the first problem is that if the government’s intention is to nanny benefit claimants and to bar them from spending their money on fags and booze, it won’t work. Anyone with a little determination and half a brain cell will simply swap their food vouchers with a friend in exchange for their contraband. Everyone needs food, after all, and at worst it will simply make drinking and smoking a little more expensive — if your entrepreneurial friend demands £10 of food vouchers for their £8 packet of cigarettes, say.

The second problem is that robbing an individual of the power to spend money as they wish is an unacceptable infringement on a person’s freedom, and it illustrates the contempt with which the government, and many voters, holds benefit claimants. The same could be said of asylum seekers, who are already subjected to a cruel, degrading and restrictive voucher regime.

I’ve found the book Poor Economics one of the most intelligent development books in recent years, and one of its insights is this: faced with limited funds, few humans are 100 per cent strategic in the way they spend their funds. Interfering civil servants (or development economists) might hope that the poor will prioritise their basic nutritional needs above all else, spending only on luxuries once they’re satisfied their family is eating three well-balanced meals a day. But, like anyone else, someone on a restricted income is likely to sacrifice some of their food budget to spend it on such ‘fripperies’ as a TV, a mobile phone, or a bottle of vodka. And frankly, I know I’d rather eat dry toast and sometimes watch the telly than go without entertainment but plenty of hearty stews.

Increase someone’s salary a little, and they are unlikely to spend that extra stipend on high-quality protein and vitamin supplements, and much more likely to treat themselves to a chocolate bar, or a beer, or a lottery ticket.

This might seem like an alien concept to the average Spear’s reader, who is fortunate enough not to have to choose between goods in this way, but most will fondly recall their university years and if these were anything like mine, weeks could go by on a basic diet of beans on toast and pasta when money had been frittered away on bad wine and party dresses. And what student, when slipped a few quid by a kindly relative, would rush out to buy the brazil nuts and Berocca so needed to improve concentration and increase essay-productivity, thus improving future earning potential? 

The point of this is, some people when given an emergency £50 loan will carefully spend it on their food shop, and will try their hardest to buy as sensible a basket of goods as they can to tide them over while they wait for their money to come through. Others will go out, get drunk, and find themselves pestering their friends for food for food, or going hungry, until finally they get their hands on the next cheque. More of us probably fall in the latter camp than the former. 

Far more importantly, it is wrong to rob fully able adults of the ability to make wrong choices, and allowing any government to rob its citizens of autonomy in this way is very dangerous indeed.

This article first appeared on Spears magazine

Photograph: Getty Images

Sophie McBain is a freelance writer based in Cairo. She was previously an assistant editor at the New Statesman.

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"We repealed, then forgot": the long shadow of Section 28 homophobia

Why are deeply conservative views about the "promotion" of homosexuality still being reiterated to Scottish school pupils? 

Grim stories of LGBTI children being bullied in school are all too common. But one which emerged over the weekend garnered particular attention - because of the echoes of the infamous Section 28, nearly two decades after it was scrapped.

A 16-year-old pupil of a West Lothian school, who does not wish to be named, told Pink News that staff asked him to remove his small rainbow pride badge because, though they had "no problem" with his sexuality, it was not appropriate to "promote it" in school. It's a blast from the past - the rules against "promoting" homosexuality were repealed in 2000 in Scotland, but the long legacy of Section 28 seems hard to shake off. 

The local authority responsible said in a statement that non-school related badges are not permitted on uniforms, and says it is "committed to equal rights for LGBT people". 

The small badge depicted a rainbow-striped heart, which the pupil said he had brought back from the Edinburgh Pride march the previous weekend. He reportedly "no longer feels comfortable going to school", and said homophobia from staff members felt "much more scar[y] than when I encountered the same from other pupils". 

At a time when four Scottish party leaders are gay, and the new Westminster parliament included a record number of LGBTQ MPs, the political world is making progress in promoting equality. But education, it seems, has not kept up. According to research from LGBT rights campaigners Stonewall, 40 per cent of LGBT pupils across the UK reported being taught nothing about LGBT issues at school. Among trans students, 44 per cent said school staff didn’t know what "trans" even means.

The need for teacher training and curriculum reform is at the top of campaigners' agendas. "We're disappointed but not surprised by this example," says Jordan Daly, the co-founder of Time for Inclusive Education [TIE]. His grassroots campaign focuses on making politicians and wider society aware of the reality LGBTI school students in Scotland face. "We're in schools on a monthly basis, so we know this is by no means an isolated incident." 

Studies have repeatedly shown a startling level of self-harm and mental illness reported by LGBTI school students. Trans students are particularly at risk. In 2015, Daly and colleagues began a tour of schools. Shocking stories included one in which a teacher singled out a trans pupils for ridicule in front of the class. More commonly, though, staff told them the same story: we just don't know what we're allowed to say about gay relationships. 

This is the point, according to Daly - retraining, or rather the lack of it. For some of those teachers trained during the 1980s and 1990s, when Section 28 prevented local authorities from "promoting homosexuality", confusion still reigns about what they can and cannot teach - or even mention in front of their pupils. 

The infamous clause was specific in its homophobia: the "acceptability of homosexuality as a pretended family relationship" could not be mentioned in schools. But it's been 17 years since the clause was repealed in Scotland - indeed, it was one of the very first acts of the new Scottish Parliament (the rest of the UK followed suit three years later). Why are we still hearing this archaic language? 

"We repealed, we clapped and cheered, and then we just forgot," Daly says. After the bitter campaign in Scotland, in which an alliance of churches led by millionaire businessman Brian Souter poured money into "Keeping the Clause", the government was pleased with its victory, which seemed to establish Holyrood as a progressive political space early on in the life of the parliament. But without updating the curriculum or retraining teaching staff, Daly argues, it left a "massive vacuum" of uncertainty. 

The Stonewall research suggests a similar confusion is likely across the UK. Daly doesn't believe the situation in Scotland is notably worse than in England, and disputes the oft-cited allegation that the issue is somehow worse in Scotland's denominational schools. Homophobia may be "wrapped up in the language of religious belief" in certain schools, he says, but it's "just as much of a problem elsewhere. The TIE campaign doesn't have different strategies for different schools." 

After initial disappointments - their thousands-strong petition to change the curriculum was thrown out by parliament in 2016 - the campaign has won the support of leaders such as Nicola Sturgeon and Kezia Dugdale, and recently, the backing of a majority of MSPs. The Scottish government has set up a working group, and promised a national strategy. 

But for Daly, who himself struggled at a young age with his sexuality and society's failure to accept it, the matter remains an urgent one.  At just 21, he can reel off countless painful stories of young LGBTI students - some of which end in tragedy. One of the saddest elements of the story from St Kentigern's is that the pupil claimed his school was the safest place he had to express his identity, because he was not out at home. Perhaps for a gay pupil in ten years time, that will be a guarantee. 

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