The head of the review examining the situation states that leaders ‘are confronted with intergenerational discontent.’
The head of the review examining the situation states that leaders ‘are confronted with intergenerational discontent.’
According to the leader of the review looking into the performance of white working-class students, these children appear to be the least engaged with the transformative efforts of educational institutions.
Sir Hamid Patel, CEO of Star Academies and chair of the independent inquiry into the educational outcomes for white working-class students, shared these insights at the CST annual conference held on Thursday.
A recent survey associated with the review indicates that 25% of white working-class boys do not read outside of school, and these students often exhibit less enthusiasm for their lessons.
Patel emphasized that leaders should not presume that students or their parents agree with the belief in “the intrinsic value of education and its ability to create opportunities.”
“I want to clarify that I’m not suggesting white working-class students should be the exclusive focus of our initiatives,” he stated.
“Nonetheless, low-income white children, as a demographic, appear to be the least responsive to the transformative work we are implementing across the sector. This disconnect is heightened for those with special educational needs (SEND).”
Findings from the survey reveal that 26% of disadvantaged white students “rarely or never enjoy lessons,” compared to just 15% among their non-white peers.
Additionally, only 52% of white working-class parents felt that their child’s teachers “respected them by the time they reached years 10 and 11.”
Patel remarked that schools are currently “faced with intergenerational discontent.”
“Our creative efforts must prioritize helping the students who are the most difficult to assist, fostering relationships that instill a sense of worth in them. Our disadvantaged students are those who need our support the most.”
