Society needs to act to help white working-class pupils, inquiry says

The co-chair of an independent inquiry into the educational challenges faced by white working-class children has emphasized the need for action from all parts of society to improve their educational outcomes. The inquiry’s initial report, released earlier this summer, highlighted the necessity for transformative, once-in-a-generation reforms to address a system seen as failing these children. With further work planned, the next stage will concentrate on early years education and support for young people aged 14 to 19, aiming to strengthen primary education foundations and enhance pathways into successful careers for older students.

Education Secretary Lucy Powell has expressed her support for the inquiry’s efforts, stating her commitment to addressing the obstacles that prevent children from progressing in their education. Baroness Morris, a former education secretary and co-chair of the inquiry, emphasized that responsibility extends beyond schools alone, calling for broad societal engagement to bring about meaningful change. The inquiry, commissioned by the multi-academy trust Star Academies and backed by the Department for Education, gathered evidence through conversations with thousands of young people, parents, and hundreds of teachers, alongside analysis of data on approximately 1.25 million white British children eligible for free school meals.

Findings from the inquiry reveal that many white working-class families feel the current education system does not assure future success for their children. Moreover, the report suggested that the true extent of disadvantage may be greater than indicated by existing data, as it excluded low-income families not receiving free school meals. Since the report’s publication, eligibility for free school meals has expanded to include all families on Universal Credit, broadening the scope of support. The next phase will focus on generating practical recommendations for government bodies, educational institutions, and community organizations, with research set to examine the pathways available to teenagers and how schools can collaborate with communities to promote clearer routes into further education and employment.

The inquiry will also explore how transitions from primary to secondary education can be improved to build stronger foundations for learning. Powell remarked on the continuing educational disparities, noting, “Right now, too many white working-class children are falling behind at every stage of their education.” This independent review is supported as a crucial step to identify and overcome the barriers hindering children’s progress from their earliest school years through to post-16 options in study, training, or work. The initiative aligns with recent government plans announced by the Prime Minister aimed at creating new technical education routes for young people from age 14, addressing concerns surrounding the high numbers of youth classified as not in education, employment, or training (NEET). An interim report by former minister Alan Milburn underscored the link between school readiness at age four or five and future NEET status, with further recommendations expected in an upcoming final report