Defining “white working class”

For consistency with national education datasets and the polling undertaken for this Inquiry, references to “white working class” throughout this report refer primarily to White British pupils and families experiencing socio-economic disadvantage.  The Inquiry does not separately analyse the experiences of other White ethnic groups. We also recognise that Gypsy, Roma and Traveller children and families face distinct and significant educational barriers. Their experiences sit outside the scope of this Inquiry, but they require dedicated attention within education policy and practice.  Within our research, we used three main definitions of class:

• FSM eligibility
• Socioeconomic Grades C2DE
• School staff identification 

The Independent Inquiry into White Working-Class Educational Outcomes aims to deeply understand the causes the white working class education  underachievement and provide clear, evidence-based, practical solutions for schools, policymakers and the wider education community. The evidence gathered through the Inquiry shows that white working-class educational underachievement is not primarily the result of low aspiration or individual failure. Instead, it reflects the interaction between educational disadvantage, economic decline, weakening trust in public institutions, and declining confidence that education provides a reliable route to future opportunity.

Five major findings emerged:

• The education system is not set up to serve white working class children and families.
• White working class communities and the education system are misaligned in how they define success and the purpose of education.
• White working class families have a poorer experience of the school system than their peers.
• Transitions are key pressure points where gaps widen and engagement declines for white working class young people.
• White working class educational outcomes are shaped by both the education system, and wider community and economic conditions.

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