Educational inequalities not just a school problem, experts tell MPs
Following on from the parliamentary recess, the House of Commons Education Select Committee continued its inquiry into left behind white pupils from disadvantaged backgrounds. The committee took evidence from two members of the Commission on Race and Ethnic Disparities, Dr Tony Sewell (Chair) and Martyn Oliver, as well Steve Strand, Professor of Education at the University of Oxford.
Chair of the Education Select Committee Robert Halfon MP opened the session, asking the panel of experts why they thought white working-class pupils are doing worse than most other ethnic groups. Dr Tony Sewell said it can be pinned to the issue of socioeconomic disparity. He noted that 19 of the 20 most deprived neighbourhoods are in the north, where there are higher proportions of white pupils. He also argued that family aspirations have an impact, but that ‘there is something key about geography— something key about where you live.’
The role schools play was also discussed. Martyn Oliver said that ‘good schools are good for all types of children’, and are crucial in raising aspirations. However, he added that ‘when you look at parents’ professional backgrounds, family income, the geography and the employment opportunities that all these factors affect schools. They affect the ability of schools to attract staff in the first place to achieve that good education.’
Professor Steve Strand further emphasised this point, saying that we cannot think of this just as a school problem, and although it is perhaps harder to work on wider family interventions, it is important to think about this bigger picture. In addition to thinking beyond schools in addressing educational inequalities, Martyn Oliver said that we must also look beyond the pandemic and not just think in terms of a ‘covid response’.
The contextual challenges schools face in overcoming educational disparities has been a central theme in Schools North East’s policy work, both before and during the pandemic. The select committee’s inquiry continues to emphasise the role played by place, looking beyond just schools as the solution to addressing inequalities. Providing support to schools through a more joined up approach will be essential as we look towards ‘recovery’ from the pandemic.