An exploration of Psychologically Informed Environments for adult literacy learners with experience of homelessness or compound trauma

with experience of homelessness or compound trauma
The ability to read and write are fundamental skills many of us take for granted. Sadly, many homeless people navigate their life without these skills, hindering their independence and journey out of homelessness (Goodacre, 2019; Dumoulin & Jones, 2014). This research explores how, and to what extent, Psychologically Informed Environments (PIEs) are applied to literacy learning environments within the homelessness sector and adult education provision. In short, a 'PIE' describes an approach used by people supporting individuals with compound trauma or complex needs, placing the 'psychological makeup - the thinking, emotions, personalities and past experience - of its participants at the forefront of the way that it operates' (Johnson, 2012; cf. Johnson & Haigh, 2010, 2011a, 2011b). Although preliminary research exists relating to PIE environments in a variety of contexts, including prisons, homeless hostels, day centres and support services, exploring how PIE impacts teaching and learning with adults is yet to be investigated. Research exploring PIEs within psychologically informed literacy learning environments (PILLEs) at homeless services across the UK has the potential to provide key insights and evidence around effective practice for supporting homeless literacy learners (HLLs) with complex needs.