An independent inquiry has concluded that white working-class children are the lowest-performing large demographic in England’s school system – and that the system itself is to blame, not a lack of effort or aspiration from the children or their families. The year-long review, commissioned by the multi-academy trust Star Academies and supported by the Department for Education, spoke to thousands of young people, their parents, and hundreds of teachers, and analysed data on the 1.25 million young people in England who are white British and in receipt of free school meals. Its report, published in June 2026, calls for “once-in-a-generation” reforms to fix what it describes as a system “not set up to serve white working-class children and families”.
The inquiry found that white working-class children are about half as likely as their less disadvantaged peers to achieve GCSEs in maths and English. Co-chair Baroness Morris, a former education secretary under Tony Blair, said none of the initiatives rolled out over the past 30 years had significantly or sustainably boosted the performance of this group. She pointed to a growing disconnect between what children and their parents want in terms of careers – often valuing vocational options and the social experience of school – and what schools currently offer, which tends to emphasise academic progression to higher education. The inquiry also highlighted a rising belief among white working-class families that the education system no longer guarantees future success.
“An explainer on why white working-class children underperform in schools and what the 2026 inquiry recommends.”
The report makes several sweeping recommendations. It calls for free access to local public transport for all young people up to age 21, to improve access to education, training and work. It proposes extending 30 hours of free childcare to all disadvantaged families, not just those in work, and making reading fluency at primary school a national priority for white working-class children. A major expansion of apprenticeships is recommended, so that every young person who wants one can access a high-quality local apprenticeship. High-performing schools should be encouraged to admit more disadvantaged white working-class pupils, by prioritising them within existing admissions rules and helping families navigate the process. Other proposals include improved mental health support, restrictions on smartphone use in schools, and a “refreshed approach” to school-family relationships that makes education a shared endeavour.
For UK readers, the inquiry matters because it tackles a long-standing and costly inequality. White working-class children are the only large ethnic group in England where boys, in particular, consistently underperform. The report’s emphasis on class rather than ethnicity alone is significant: the Sutton Trust warned against “setting one disadvantaged group against another”, noting that disadvantaged Black Caribbean young people are similarly unlikely to become top earners. Education Secretary Bridget Phillipson, who described the communities in the report as “my communities”, said multiple generations had been “robbed of opportunity”. She pledged that the government would act, but the inquiry’s recommendations would require significant investment and legislative change.
Q: Why are white working-class children underperforming in school? The inquiry found that the education system itself is the problem, not the children’s aspirations or effort. Factors include a mismatch between the academic-heavy school curriculum and families’ desire for more vocational options, limited access to high-quality apprenticeships, and a lack of early years support. The report also noted that many families feel the system does not guarantee future success, which undermines engagement.
Q: What specific changes is the inquiry calling for? Key recommendations include free public transport for under-21s, expanded free childcare for disadvantaged families, a national focus on primary-school reading fluency, a major expansion of apprenticeships, and measures to encourage high-performing schools to admit more white working-class pupils. The report also urges better mental health support and restrictions on smartphone use in schools.
Q: What has the government said about the report? Education Secretary Bridget Phillipson welcomed the report, calling it a recognition that “white working-class children have never lacked talent” but have been “written off” by a system that failed them. She committed to considering the recommendations, though no immediate legislation has been announced. The inquiry was supported by the Department for Education, giving its findings extra weight.
The next steps involve the government reviewing the report’s 40-odd recommendations. Some, like restrictions on smartphones, could be implemented via Department for Education guidance. Others, such as free transport for under-21s or expanding childcare eligibility, would require Treasury funding and potentially new laws. Star Academies and the inquiry co-chairs have called for a cross-party consensus to ensure lasting change, rather than another round of short-lived initiatives. The education secretary has promised to respond formally in the coming months.