A major inquiry into educational inequality in England has concluded that white working-class children are being systematically failed by the school system, with attainment gaps widening despite decades of policy interventions. The report, published on Tuesday by the Equality and Human Rights Commission (EHRC), finds that by age 16, white British pupils eligible for free school meals are on average 27 percentage points less likely to achieve a pass in English and maths than their better-off peers—a gap that has barely narrowed since 2010.
Key findings of the inquiry
The inquiry, which took evidence from teachers, parents, and academics over 18 months, highlights that white working-class boys are the lowest-performing group at GCSE level among all ethnic groups. Only 18% of white British boys on free school meals achieved grade 5 or above in English and maths in 2024, compared with 30% of Black Caribbean boys and 44% of Bangladeshi boys from similar socio-economic backgrounds. The report also notes that white working-class girls fare only slightly better, with 22% reaching the same benchmark.
EHRC chairwoman Baroness Kishwer Falkner said: “For too long, the educational underperformance of white working-class children has been overlooked or dismissed. Our inquiry shows that poverty, not ethnicity, is the primary driver of disadvantage, but the system is failing to address the specific needs of these pupils. We cannot afford to ignore this any longer.”
Regional disparities and systemic issues
The inquiry identifies significant regional variations, with white working-class pupils in coastal and former industrial areas faring worst. In Blackpool, only 11% of white British free school meal pupils achieved the benchmark, compared with 31% in London. The report attributes this to a combination of factors, including teacher shortages, lack of early years support, and insufficient funding for schools in deprived areas.
Geoff Barton, general secretary of the Association of School and College Leaders, said: “This report confirms what many of us have been saying for years—that the education system is not a level playing field. White working-class children are being let down by a system that prioritizes accountability measures over genuine support for disadvantaged pupils.”
Recommendations for reform
The EHRC makes 12 recommendations, including a call for the government to introduce a “pupil premium plus” for white working-class students, similar to targeted funding for other disadvantaged groups. It also urges better training for teachers on addressing socio-economic disadvantage, and a review of school accountability measures that currently incentivize schools to focus on pupils on the cusp of passing rather than those furthest behind.
Education Secretary Bridget Phillipson said the government would “carefully consider” the findings, adding: “We are committed to breaking the link between background and success. This report is a stark reminder that we must do more to support every child, regardless of their postcode or family income.”
Broader context and reactions
The inquiry comes amid a wider debate about educational inequality in England. Recent data from the Department for Education shows that the attainment gap between disadvantaged pupils and their peers has widened for the first time in a decade, with white British pupils now the most disadvantaged group in terms of educational outcomes. The report has been welcomed by campaign groups, who say it provides evidence for targeted interventions.
However, some academics have cautioned against framing the issue solely in terms of ethnicity. Dr. Sam Freedman, a senior fellow at the Institute for Government, said: “The real story here is class, not race. White working-class children are not failing because they are white, but because they are poor. The same applies to children from other ethnic backgrounds, but the numbers are starker for white British pupils because they are the largest group in poverty.”
The government is expected to respond formally within 60 days, with the report likely to influence the upcoming spending review and the development of the new schools bill.
