This is an abridged version of an article by Matt Bromley that first appeared in SecEd Magazine and can be read in its entirely here.
The socio-economic gap manifests in learners who live in poverty achieving lower outcomes at school, reduced rates of progression to further education, and limited career opportunities and earnings potential.
There are several reasons for the socio-economic gap’s existence, including:
- Material poverty: Learners from disadvantaged backgrounds may lack access to resources such as books, a quiet place to study, or reliable internet, which are essential for supporting learning outside of school. Economic insecurity can lead to housing instability, hunger, or poor health, all of which negatively impact a child’s ability to focus and thrive in school.
- Parental engagement: Parents from lower socio-economic backgrounds may face barriers to supporting their child’s education, such as time constraints due to work, lower confidence in engaging with schools, or language barriers.
- Cultural capital: Disadvantaged learners may have fewer opportunities to build cultural capital — the knowledge, experiences, and skills valued by the education system and society. For example, they may have limited access to museums, theatre trips, or enrichment activities that contribute to academic success.
- Aspirations and motivation: Economic hardship can lead to lower aspirations and self-belief among disadvantaged learners. A lack of role models who have succeeded through education may reinforce feelings that academic success is unattainable or irrelevant.
The socio-economic gap may be significant and stubborn, but it is certainly not insurmountable. Here are some ways in which we can begin to narrow the gap…
Firstly, we can ensure that funding such as the Pupil Premium is used strategically to invest in evidence-based interventions. This might include tutoring, literacy programmes, or subsidising extracurricular activities. We should then monitor the impact of this funding and ensure it directly benefits disadvantaged learners.
Secondly, we can provide early intervention. High-quality early education is especially important for narrowing the gap at its source. We can also invest in family support programmes that help parents engage in their child’s education from an early age.
Thirdly, we can invest in high-quality teaching for all. This means prioritising professional development to ensure all teachers are equipped to deliver differentiated instruction for diverse needs.
Fourthly, we can address the broader challenges faced by disadvantaged learners by investing in mental health and well-being services. This includes access to school counsellors, mentoring programmes, and breakfast clubs.
Fifthly, we can provide all learners with opportunities to experience cultural enrichment. This could involve free trips, guest speakers, or partnerships with local organisations. We should also encourage participation in extracurricular activities, ensuring financial barriers do not exclude disadvantaged learners.
Sixthly, we can offer workshops or resources that help parents understand how to support their child’s learning at home. We can use outreach strategies to engage hard-to-reach families, including home visits or translation services for non-English-speaking parents.
Finally, we can expose learners to a wide range of careers and higher education opportunities through trips, careers fairs, and talks from relatable role models. We might offer personalised career and academic guidance that helps disadvantaged learners map out a clear pathway to success.
The Working Classroom 