New data reveals severe underperformance of white working-class pupils in England’s secondary schools, prompting a government-led inquiry amidst political debate over the causes and solutions.
Concerns are growing over the educational achievements of white working-class pupils in England, with recent data revealing that they are falling behind their peers in over 3,000 secondary schools. Official statistics indicate that only 21 out of more than 3,400 schools report performance levels among white working-class children that come close to the national average. This dramatic disparity is highlighted by the fact that just 18.6% of white working-class pupils achieve grades 5 or above in English and maths GCSE, significantly lower than the 45.9% national benchmark.
Education Secretary Bridget Phillipson has voiced alarm over what she describes as a ‘betrayal’ of these children, signalling an urgent need to address their underperformance across various metrics, including academic attainment, behaviour, and life chances. Her comments come in response to ongoing challenges from the Reform UK party, led by Nigel Farage, and signify a governmental recognition of a demographic that has historically been overlooked by policy makers. Ms Phillipson stated, “Put simply, these children have been betrayed – left behind in society’s rear-view mirror.”
Critics, however, assert that the Labour government’s recent initiatives are politically motivated, aiming to counteract rising support for Reform UK’s narrative on educational disadvantage. Tory education spokesman Neil O’Brien has dismissed Phillipson’s efforts as ‘disastrous’, accusing her of dismantling long-standing reforms introduced over the past three decades, reforms designed to elevate educational standards. He pointed to cuts in support for academically gifted students in subjects such as maths and sciences, arguing that these changes fail to address the underlying issues of educational inequality.
Statistically, the divide in attainment continues to widen, with white British pupils eligible for free school meals performing, on average, a grade and a half lower than their wealthier counterparts across all GCSE subjects. The reasons cited for this performance gap are multifaceted, including a concerning lack of parental involvement and aspirations. Research indicates that white boys from disadvantaged backgrounds often report the lowest aspirations of all demographic groups, and this trend extends beyond boys, with white working-class girls also showing significant declines in academic performance over the past five years.
An inquiry, led by Sir Hamid Patel, who oversees several successful schools in northern England, will probe deeper into the factors contributing to this educational failure. Alongside him, notable figures such as former Home Secretary Sir David Blunkett and school standards tsar Sir Kevan Collins are expected to provide valuable insights. This investigation will explore the drivers behind white working-class pupils’ struggles, examining how issues related to behaviour, attendance, mental health, and educational engagement affect their overall prospects.
Moreover, historical data reveals a consistent trend over decades, with reports indicating that white working-class pupils have been systematically neglected within the education system. For instance, only 32% of disadvantaged white British children achieved five good GCSEs, compared to 42% of black Caribbean children and a striking 61% of disadvantaged Indian children.
It is evident that the challenges facing white working-class pupils stem from a range of socio-economic factors, including the ‘double disadvantage’ of low family income and geographical poverty, particularly in rural areas. Research indicates that these boys are significantly less likely to pursue A-levels or higher education than their peers from more privileged backgrounds, often due to systemic barriers entrenched in their local contexts.
As policymakers move to address these pressing issues, the emphasis must shift toward creating tailored strategies that consider the unique challenges faced by white working-class pupils. The inquiry aims not only to highlight successful practices in the minority of schools that excel in supporting these students but also to broaden the conversation around educational reform, addressing the persistent inequalities that have characterised their educational journeys for far too long.
Reference Map:
- Paragraph 1 – [1], [3]
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- Paragraph 5 – [2], [5]
Source: Noah Wire Services
- https://www.dailymail.co.uk/news/article-14768293/White-working-class-pupils-secondary-schools.html?ns_mchannel=rss&ns_campaign=1490&ito=1490 – Please view link – unable to able to access data
- https://www.ft.com/content/493bf847-c5ce-4d2c-aed9-27fd58371e52 – A letter to the Financial Times critiques the oversimplified narrative of gender disparities in educational achievement, highlighting that white working-class boys perform the worst educationally among different demographic groups. The author references a 2021 education committee report indicating that these boys have been neglected by all major political parties for decades, resulting in persistent underachievement and limited employment opportunities within their communities. The letter suggests that this neglect is likely to continue in the future.
- https://www.parliament.uk/external/committees/committee-news-pre-oct-2020/2014/june/white-working-class-report/ – A UK Parliament report reveals that only 32% of poor white British children achieve five good GCSEs, compared to 42% of black Caribbean children and 61% of disadvantaged Indian children. The report also highlights that the attainment gap between white British children eligible for free school meals and their better-off peers has barely changed over the last seven years, and this gap is larger for white British children than in any other ethnic group.
- https://www.suttontrust.com/news-opinion/all-news-opinion/white-working-class-boys-from-poor-neighbourhoods-unlikely-to-do-a-levels/ – Research by the Sutton Trust indicates that white working-class boys from poor neighbourhoods face a ‘double disadvantage’ of low family income and place poverty, significantly reducing their likelihood of academic study after GCSEs. The study found that only 29% of this group will continue to take AS, A levels or another qualification after GCSE, compared with around half (46%) of white working-class boys living in more affluent areas and two-thirds (68%) of boys from more advantaged families.
- https://www.telegraph.co.uk/news/2021/06/22/white-working-class-pupils-neglected-education-system-decades/ – A report by MPs reveals that white working-class pupils have been neglected by the education system for decades. In 2018/19, just 53% of white British pupils on free school meals met the expected standard of development at the end of the early years foundation stage, one of the lowest percentages for any disadvantaged ethnic group. In 2019, only 17.7% of the poorest white British pupils achieved Grade 5 or above in English and maths, compared to 22.5% of their peers who are in the same income bracket.
- https://ukparliament.shorthandstories.com/disadvantaged-white-working-class-pupils-/index.html – An inquiry by the UK Parliament explores the factors contributing to the disadvantage of white working-class pupils, including persistent and multigenerational disadvantage, place-based factors, family experience of education, lack of social capital, disengagement from the curriculum, and low participation in higher education. The inquiry calls for a better understanding of these factors to address the attainment gap and recommends developing data sets that allow analysis of ethnicity, gender, and socio-economic status at local levels.
- https://committees.parliament.uk/writtenevidence/45962/html/ – Evidence presented to the UK Parliament’s Education Committee highlights that white British boys from poor families are less likely to have basic reading skills than their more advantaged peers. In 2012, 51% of white British boys eligible for free school meals made the expected progress in reading, writing, and maths, compared to a national average of 74%. This attainment gap widens from 24% to 32% by the time white boys from poor families complete secondary education.
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
7
Notes:
The narrative highlights ongoing concerns about the educational underachievement of white working-class pupils in England, a topic that has been reported on previously. For instance, a 2024 letter in the Financial Times critiques the neglect of this group by all major political parties over decades. ([ft.com](https://www.ft.com/content/493bf847-c5ce-4d2c-aed9-27fd58371e52?utm_source=openai)) Additionally, a 2024 report by the Education Committee of the House of Commons discusses the persistent underachievement of white working-class pupils and suggests that the Department for Education has failed to adequately address the disparities. ([publications.parliament.uk](https://publications.parliament.uk/pa/cm5802/cmselect/cmeduc/85/8504.htm?utm_source=openai)) The inclusion of recent data and quotes from current officials may provide a higher freshness score, but the core issues remain consistent with earlier reports. The narrative appears to be a republished or updated version of existing content, with no significant new developments or findings. The presence of a press release may indicate a higher freshness score, but the lack of new information suggests otherwise. The report does not introduce any new figures, dates, or quotes that would distinguish it from earlier versions. The narrative does not include updated data but recycles older material, which may justify a higher freshness score but should still be flagged.
Quotes check
Score:
6
Notes:
The narrative includes a quote from Education Secretary Bridget Phillipson stating, “Put simply, these children have been betrayed – left behind in society’s rear-view mirror.” A search reveals that this quote was used in a 2024 report by the Education Committee of the House of Commons, indicating that it has been previously published. ([publications.parliament.uk](https://publications.parliament.uk/pa/cm5802/cmselect/cmeduc/85/8504.htm?utm_source=openai)) The wording of the quote matches exactly, suggesting it is reused content. No online matches were found for other direct quotes, raising the possibility that they are original or exclusive.
Source reliability
Score:
5
Notes:
The narrative originates from the Daily Mail, a publication known for sensationalist reporting and a history of inaccuracies. This raises concerns about the reliability of the information presented. The report mentions Education Secretary Bridget Phillipson and other officials, whose statements can be cross-verified through official channels. However, the overall credibility of the source is questionable.
Plausability check
Score:
7
Notes:
The claims regarding the underachievement of white working-class pupils in England are consistent with previous reports and studies. For example, a 2024 report by the Education Committee of the House of Commons highlights the persistent underachievement of this group and suggests that the Department for Education has failed to adequately address the disparities. ([publications.parliament.uk](https://publications.parliament.uk/pa/cm5802/cmselect/cmeduc/85/8504.htm?utm_source=openai)) The narrative includes specific figures, such as the 18.6% of white working-class pupils achieving grades 5 or above in English and maths GCSE, which aligns with data from the Social Mobility Commission’s State of the Nation report. ([social-mobility.data.gov.uk](https://social-mobility.data.gov.uk/intermediate_outcomes/compulsory_school_age_%285_to_16_years%29/attainment_at_age_16/latest?utm_source=openai)) The language and tone are consistent with typical reporting on this issue, and there are no excessive or off-topic details. The tone is serious and aligns with the gravity of the subject matter.
Overall assessment
Verdict (FAIL, OPEN, PASS): FAIL
Confidence (LOW, MEDIUM, HIGH): HIGH
Summary:
The narrative largely recycles existing content without introducing significant new information or developments. The use of previously published quotes and the questionable reliability of the source further undermine its credibility. While the claims are plausible and consistent with prior reports, the lack of originality and freshness, combined with the source’s reliability issues, lead to a ‘FAIL’ verdict with high confidence.
