An independent inquiry concluded that white working-class children in England are the lowest-performing large demographic in the school system and require far-reaching reforms beyond what schools alone can provide.

In 2025, only 36% of white students on free school meals achieved a grade 4+ in English and maths GCSE, compared with 72% for all pupils not on free school meals, highlighting a stark attainment gap.

The year-long inquiry gathered input from thousands of students, parents, and teachers, analyzing data on 1.25 million white British pupils eligible for free school meals and revealing growing concern among families that the current system cannot guarantee future success.

Education Secretary Bridget Phillipson welcomed the report, underscoring the need to improve attendance and early readiness for learning, plus support beyond the classroom, including expanded early-years education.

Co-chaired by Estelle Morris and Hamid Patel, the report stresses that issues cannot be explained away by low aspiration or effort and are grounded in feedback from thousands of interviews with young people, parents, and hundreds of teachers.

Phillipson framed the report as a milestone, signaling the government’s willingness to implement reforms across education, family services, sport, and the arts to help white working-class children.

The secretary noted that background and family circumstances strongly determine life outcomes, and improving white working-class results will require actions beyond schools, including family support.

A disconnect is illustrated by disengagement during the transition to secondary school, with examples like a 16-year-old who left school years ago but found pathways through charity support and training programs.

Baroness Morris called for broader definitions of who is included in the target group and acknowledged that some benefits will extend to all children.

Baroness Estelle Morris noted that past initiatives over the last 30 years failed to create lasting improvement and that families want vocational options and social experiences that current schooling often does not provide.

A headteacher highlighted a misalignment between the education system and working-class family needs, advocating a shift from prioritizing academic outcomes to a more holistic, life-integrated approach to learning.

Key recommendations include a stronger emphasis on reading in primary school for white working-class students, expanding apprenticeships, free local transport for those under 21, extending 30 hours of free childcare to all disadvantaged families, enhanced early-years and mental health support, and limiting smartphone use in schools.