Report warns of early disengagement for low-income white children
Low-income White children (LIWC) are among the least engaged pupils in England’s schools, according to new research.
The research, from Professor John Jerrim (UCL Social Research Institute and ImpactEd Group), tracked over 70,000 pupils across more than 100 secondary schools using The Engagement Platform (TEP).
It reveals that unlike other demographic groups, low-income white children don’t start experiencing an engagement dip in Year 7. They arrive at secondary school already comparatively disengaged, with levels of engagement continuing to drop off during year 7.
On average, LIWC score just 2.6 out of 10 for enjoyment, compared with 3.7 for disadvantaged Asian pupils and 3.4 for disadvantaged Black pupils.
Only half of LIWC say they work hard at school, compared with around 70% of disadvantaged South Asian pupils.
The data also shows sharp gender divides. LIWC boys are most likely to undervalue education and put in little effort. LIWC girls fare worst on enjoyment and agency, reporting the lowest interest in lessons of any group.
The report highlights further themes that warrant attention. Many LIWC enter secondary school already believing their efforts will not make a difference, lacking confidence in their abilities, and finding little enjoyment in learning. Without early intervention, these patterns risk locking pupils into a cycle of disaffection and underachievement.
Engagement insights like those articulated in Professor Jerrim’s report are highly actionable for schools. If leaders are supported to understand the engagement of their cohorts in depth and early, they can respond with strategies to build agency, motivation and effort. In practice, this may mean prioritising the primary-to-secondary transition, differentiating approaches for boys and girls and working closely with families around the child.
Professor John Jerrim, UCL Social Research Institute and ImpactEd Group, said: “For years we’ve focused in on the outcomes of low-income White children, but this data shows us that we need to look much earlier on. We are seeing that many LIWC are arriving in secondary school already less engaged than their peers and feeling disconnected from their education. By giving schools access to this data, earlier, teachers and leaders can intervene before disengagement becomes poorer outcomes.”
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