It has now launched its second phase, combining research work with education organisations to implement recommendations, the inquiry said.

Baroness Estelle Morris, who is a co-chairwoman of the inquiry, said the initial report highlighted the extent of the challenge white working-class children face in school.

“We can’t stop there,” she said. “Our next phase of work will be led by experts in the field and will consider what needs to be done.

“This isn’t just the responsibility of schools but calls for action from across society.

“The partnerships we will bring together can play a powerful role in beginning this work.”

The inquiry will now look at how to give the 1.25 million white working-class pupils who are eligible for free school meals a stronger start to primary school.

It will also examine their routes through education and into the world of work in an effort to tackle the surging number of young people not in education, employment or training (Neets).

Education Secretary Lucy Powell said she was supporting the inquiry, commissioned by multi-academy trust Star Academies.

She said: “A child’s background should never mean opportunity belongs to someone else.

“But right now, too many white working-class children are falling behind at every stage of their education.

“That is why I am backing this independent inquiry to get to the heart of the barriers holding children back – from their first steps into school, through to the opportunities and choices they have as teenagers into further study, training or work.”

In June, the inquiry recommended a hike in the number of apprenticeships available for youngsters, free local public transport for under-21s, and backed a school smartphone ban.

It detailed that some 36 per cent of its demographic achieved a Grade 4 – the pass mark – or more in English and Maths.

Meanwhile, 72 per cent of children not on free school meals received the same score – double that of their white working-class counterparts.

Sir Hamid Patel, the co-chairman of the probe, said it marked the “beginning of a sustained effort to improve outcomes for white working class young people”.

He said: “We will undertake further large-scale research into the parts of the system where we need to understand more, while building a national network of organisations committed not just to advocating for change, but to putting it into practice.

“Our ambition is to turn evidence into action and action into lasting change.

“The scale of that challenge is considerable, but we are determined to get started.”

Society Must Now Act to Help White Working-Class Pupils, Inquiry Declares

An independent education inquiry has issued a powerful call for action across British society, warning that white working-class children continue to face significant disadvantages throughout their education. The report argues that the challenges confronting these pupils cannot be resolved by schools alone and require a coordinated response from government, families, employers and local communities.

The warning comes as a new phase of the Independent Inquiry into White Working Class Educational Outcomes gets underway. Its findings have reignited debate about educational inequality in England and raised difficult questions about whether the current education system provides every child with a genuinely equal opportunity to succeed.

Baroness Estelle Morris, a former Education Secretary and co-chair of the inquiry, has emphasised that responsibility must extend beyond the classroom.

“This isn’t just the responsibility of schools but calls for action from across society,” she said, highlighting the importance of partnerships between educational institutions and the communities they serve.

The inquiry’s initial report, published in June 2026, concluded that fundamental reforms were necessary to address the persistent underachievement of white working-class pupils. Its latest phase aims to turn those findings into practical changes that can improve children’s experiences from their earliest years through to adulthood.

A Disadvantaged Group Facing Persistent Educational Barriers

The scale of the problem is considerable. The inquiry examined approximately 1.25 million white British pupils in England who receive free school meals, using educational data alongside evidence gathered from thousands of young people, parents and hundreds of teachers.

Its findings identified this group as one of the lowest-performing large demographic groups in England’s education system.

One particularly concerning statistic concerns GCSE achievement.

In 2025, only 36 per cent of white British pupils receiving free school meals achieved Grade 4 or above in both English and mathematics GCSEs. By comparison, the figure among pupils not receiving free school meals was 72 per cent.

This difference highlights the significant relationship between financial disadvantage and educational outcomes.

However, the inquiry argues that the problem cannot be explained simply by household income. Experiences of school, access to support, geographical inequality, family circumstances and the availability of opportunities all contribute to the difficulties faced by disadvantaged children.

The report also challenges the suggestion that underachievement is primarily caused by a lack of ambition among pupils or their families.

Instead, it points towards wider structural barriers that can prevent children from developing their abilities and achieving their potential.

For many families, education is regarded as an important route towards a better future. Yet the inquiry found growing concern that the existing system does not always provide a reliable pathway towards secure employment, financial independence and social mobility.

Early Childhood Development Is Crucial

One of the most important areas being examined during the inquiry’s second phase is early childhood development.

Educational inequalities can emerge long before children begin formal examinations. Differences in language development, reading ability, family resources and access to early-years support can influence how confidently children enter primary school.

According to figures highlighted in the inquiry’s reporting, approximately 48 per cent of white working-class children achieve a good level of development by the age of five, compared with 75 per cent of white British children who are not receiving free school meals.

This difference suggests that some children begin their educational journey already facing considerable challenges.

Baroness Morris and other members of the inquiry believe that stronger early intervention could help reduce these inequalities.

Practical measures could include improved access to childcare, additional support for parents, better communication between schools and families, and more effective early identification of children’s learning needs.

The aim is to ensure that children do not enter primary school already struggling to keep pace with their classmates.

The importance of early intervention is also supported by wider research into young people’s future employment prospects.

Former minister Alan Milburn’s interim research found that children who are not considered school-ready at the age of four or five are nearly three times as likely to become not in education, employment or training, commonly known as NEET, by the age of 16 or 17.

With nearly one million young people currently classified as NEET, improving school readiness has become an important part of the wider debate about Britain’s economic and social future.

The Critical Transition From Primary to Secondary School

Another priority for the inquiry is the transition between primary and secondary education.

Moving to secondary school can be a challenging experience for many children. Pupils must adapt to different teachers, new subjects, larger school environments and increased academic expectations.

For children already experiencing educational difficulties, this transition can create additional pressure.

The inquiry’s next phase will investigate how schools can provide stronger foundations during this important period.

Better communication between primary and secondary schools could help teachers identify pupils who need additional assistance before problems become more serious.

Schools may also benefit from stronger relationships with parents, allowing families to understand the expectations of secondary education and access support when necessary.

The broader objective is to prevent vulnerable pupils from becoming increasingly disconnected from education as they grow older.

Teenagers Need Clearer Routes Into Employment

The inquiry will also concentrate on young people aged between 14 and 19, particularly their opportunities to continue studying, receive vocational training and enter employment.

One concern raised by disadvantaged families is that the education system can place too much emphasis on traditional academic pathways while failing to provide sufficient information about alternative routes into successful careers.

University education remains an important option for many young people. However, it should not be treated as the only definition of educational success.

Apprenticeships, technical qualifications and vocational training can provide valuable opportunities for teenagers who prefer practical learning or want to develop specialist employment skills.

The inquiry will therefore investigate how schools, colleges and employers can work together to create clearer pathways into further education and work.

Expanding apprenticeship opportunities could be particularly important in communities where young people have limited access to professional networks or information about different careers.

Businesses could also play a greater role by offering workplace experiences, mentoring schemes and practical training opportunities.

For disadvantaged teenagers, having a clear understanding of what comes after school could make a significant difference to their motivation and confidence.

Government Promises Support for Reform

Education Secretary Lucy Powell has expressed support for the inquiry’s work, acknowledging that too many white working-class children are falling behind at different stages of their education.

She has argued that a child’s family background should never determine whether opportunities are available to them.

Powell said the government was backing the investigation to identify the barriers preventing children from succeeding, from their earliest experiences of school through to decisions about further education, training and employment.

Her support is significant because implementing meaningful reforms will require cooperation between government departments, local authorities, schools and other organisations.

The inquiry was commissioned by Star Academies, a multi-academy trust, and is supported by the Department for Education.

During its next phase, it intends to develop practical recommendations for schools, colleges, government bodies and organisations working with disadvantaged white working-class communities.

The ambition is not simply to publish another report identifying educational problems, but to establish a network of organisations committed to delivering measurable improvements.

Sir Hamid Patel, the inquiry’s other co-chair, has described the next stage as the beginning of a sustained effort to improve educational outcomes.

He has emphasised the importance of conducting further research while building partnerships capable of translating evidence into action.

Avoiding a Competition Between Disadvantaged Groups

Although the findings have attracted considerable attention, the debate also raises an important question about how educational inequality should be addressed without creating divisions between different communities.

Recognising the difficulties experienced by white working-class children does not mean ignoring the challenges faced by pupils from other disadvantaged backgrounds.

Poverty, geographical deprivation and unequal access to resources can affect children across different ethnic groups.

Educational policy should therefore identify the particular barriers experienced by individual communities while maintaining a commitment to improving opportunities for every disadvantaged child.

The Sutton Trust and other education organisations have previously highlighted the importance of understanding the relationship between family income, school quality and social background.

A successful approach should ensure that additional support for one group does not come at the expense of other children who also need assistance.

The central objective must remain fairness, equal opportunity and the removal of barriers that prevent young people from achieving their potential.

Turning Research Into Lasting Change

The second phase of the inquiry represents an important opportunity to move beyond identifying educational inequalities and begin addressing their underlying causes.

However, meaningful progress will require sustained investment, effective leadership and measurable targets.

Schools need sufficient resources to provide additional academic support. Families need accessible childcare and practical guidance. Teenagers need realistic information about employment opportunities, while employers must be encouraged to participate in training and apprenticeship programmes.

There must also be better monitoring of educational outcomes to establish whether government policies are making a measurable difference.

The government will face pressure to demonstrate that its support for the inquiry leads to tangible improvements rather than another series of announcements.

For teachers and school leaders, the challenge will be ensuring that reforms work in everyday classrooms and respond to the circumstances of individual pupils.

For parents, the priority is knowing that their children will receive the support and opportunities necessary to build successful futures.

Conclusion: Every Child Deserves an Equal Opportunity

The inquiry’s message is clear: improving the educational prospects of white working-class children cannot be left to schools alone.

The problems identified are connected to wider social and economic conditions, including poverty, early childhood development, family support, geographical inequality and access to employment.

The latest research provides an opportunity for policymakers to examine whether existing approaches are sufficiently effective and whether additional support is reaching the children who need it most.

Baroness Estelle Morris and Sir Hamid Patel have made clear that the next stage must focus on practical action and long-term partnerships.

The challenge will not be solved overnight. Educational inequality develops over many years, and reversing it will require consistent commitment from institutions across the country.

Ultimately, a child’s future should not be restricted by their family income, postcode or social background.

Every young person deserves the opportunity to discover their abilities, receive a good education and develop the skills needed for a successful adult life.

The inquiry has placed the issue firmly back on the national agenda. The responsibility now rests with society to ensure that its findings lead to meaningful and lasting change.