White Low-Income Pupils in England Show Lowest Levels of School Engagement, Study Finds

Published: 26 September 2025, The English Chronicle Desk

New research has revealed that white pupils from low-income families in England start secondary school with significantly lower levels of enthusiasm and effort compared with their peers from other ethnic backgrounds. The findings may shed light on persistent differences in academic achievement and classroom behaviour across ethnic and socioeconomic groups.

The study, conducted across more than 120 schools in England, measured pupil engagement using detailed questionnaires. Students responded to statements such as “I don’t feel bored at school” and “What I learn at school will help me in the future,” allowing researchers to gauge both enjoyment and motivation. The results suggest a stark divide: only half of low-income white pupils reported putting consistent effort into their schoolwork, compared with around 70% of disadvantaged pupils of South Asian heritage.

The gap appeared across both genders but manifested differently. Low-income white girls were less likely to enjoy being at school and struggled more with peer relationships, while boys reported lower levels of effort and motivation. “If you ask them how much effort they are putting into school, white working-class pupils stand out in a concerning way,” said Professor John Jerrim of University College London’s Social Research Institute, who led the study. “It is primarily an issue of engagement. They are not fully invested in their education from the outset.”

Prof Jerrim emphasized that this pattern appears early in secondary school, highlighting a challenge for policymakers who have long sought to improve outcomes for disadvantaged children. “Even on entry to secondary school, white working-class pupils tend to have lower levels of engagement than other groups, both more advantaged groups and pupils of different ethnic backgrounds,” he said. “Addressing this issue is not a quick fix; it requires long-term, sustained investment from early childhood onwards.”

The research also indicates a broader trend of declining engagement over time across most groups. While white pupils show low initial motivation, black pupils were found to experience particularly poor relationships with their teachers, which may further affect learning outcomes and behaviour.

Education Secretary Bridget Phillipson has previously acknowledged the issue, noting that the “lack of progress for children from white working-class backgrounds is particularly concerning.” She has pledged to tackle these disparities through measures outlined in the forthcoming education white paper. However, experts warn that changing attitudes and improving engagement is likely to be a prolonged process. “This is a hard nut to crack,” Jerrim said. “It will require investment at multiple stages of a child’s life, from early years through to secondary education, and cannot be solved overnight.”

The findings have sparked renewed debate on educational inequality in England. While government policies have often focused on disadvantaged ethnic minority pupils, the study underscores that white working-class children also face significant challenges in accessing high-quality education and developing positive learning habits.

Researchers argue that improving engagement will involve more than curricular reform. Interventions may need to address social and emotional aspects of learning, such as building strong relationships between pupils and teachers, fostering a sense of purpose, and encouraging peer support. These measures, combined with targeted support and resources for disadvantaged families, could gradually help close the engagement gap and improve outcomes for low-income white pupils.

The study serves as a reminder that educational inequalities are multifaceted. Socioeconomic status, ethnicity, school environment, and family support all interact to shape pupil experiences. Addressing disparities in engagement, particularly for those most at risk of falling behind, remains a critical challenge for educators and policymakers alike.

As England continues to focus on improving educational outcomes, the findings highlight the importance of early interventions and sustained support. Ensuring that all pupils, regardless of background, feel motivated and invested in their learning is essential not only for individual success but for the wider social and economic health of the country.