Tackling attainment gaps

This is an edited version of an article that first appeared in SecEd Magazine on 10 March 2025.

Over the course of five articles, I’m going to explore inclusion and belonging, focusing on three areas of professional practice to help us achieve this in our classrooms. Those areas are:

This is the second instalment in a 5-part series. If you haven’t yet read Part One, I’d recommend you do so.

To achieve inclusion and belonging in the classroom, we must first understand who is excluded and does not feel they belong. As such, let’s consider some of the causes of the most stubborn and longstanding attainment gaps and consider ways of narrowing those gaps… 

1 The gender gap 

While the nature and scale of the gender gap vary by context, the general trend is that girls tend to outperform boys in GCSEs and A levels. This disparity is particularly stark in subjects like English. 

Several factors contribute to this phenomenon:

• Cultural expectations and stereotypes: Boys and girls are often subject to different societal or family pressures. For example, boys may feel discouraged from engaging in activities seen as traditionally feminine, such as reading for pleasure, which is crucial for literacy development. Conversely, girls are often socialised to adopt behaviours that align well with the structure of formal education, such as organisation and attention to detail. 
• Engagement and motivation: Studies suggest that boys are less likely than girls to find classroom learning engaging. This may be due to teaching methods that favour quiet, collaborative work, which aligns better with the behaviours often encouraged in girls more than boys. 
• Curriculum and assessment: The UK education system relies heavily on written, often essay-based, assessments, areas where girls traditionally excel. Boys, who may perform better in high-pressure, time-constrained tasks, could be disadvantaged by this emphasis.
• Role models: The shortage of male teachers in primary education means young boys might not see positive academic role models who reflect their own identity. This absence can reinforce the stereotype that learning isn’t for them. 
• Behaviour and discipline: Boys are more likely to be excluded from school and to have behavioural issues that interfere with learning. Disruption in the classroom can hinder their progress compared to their female peers.

Addressing the gender attainment gap therefore requires a multi-faceted approach. I’d suggest the following:

Firstly, we might diversify teaching methods. For instance, incorporating more hands-on, practical activities and competitive elements can help engage boys.

Secondly, we might promote literacy for boys and encourage reading through the use of topics and materials that interest boys. 

Thirdly, we might challenge gender stereotypes and actively work to break down ingrained perceptions that discourage boys from engaging in academic pursuits. Initiatives such as highlighting successful male authors or scientists can help change perceptions.

Fourthly, we might ensure there are more male role models in education. Recruiting more male teachers and mentors could have a positive impact. Role models help boys see that learning is valuable and achievable for them too.

Fifthly, we might provide behaviour support programmes, tailored interventions designed to help reduce classroom disruption and exclusion rates among boys. Early identification of those at risk and providing targeted support can keep boys engaged with their education.

Finally, we might rethink assessments and ensure a greater balance is struck between classwork – in its many forms – and exams which could help level the playing field. A more diversified approach to assessment would cater to different strengths across genders.

2 The ethnicity gap 

Another major cause of attainment gaps is ethnicity. While some ethnic groups perform above the national average, others consistently achieve lower grades. 

Tackling the gap requires a continued focus on poverty and intersectional factors, recognising that socio-economic disadvantage exacerbates ethnic disparities. It requires a challenge to the systemic biases that lead to lower expectations for certain groups. And it requires tailored interventions to address the specific barriers faced by underperforming groups, such as improved attendance support for Gypsy/Roma learners and mentoring for Black Caribbean learners.

In terms of intersectional factors, we need to acknowledge that the ethnicity gap is the result of complex, overlapping factors which include: 

• Socio-economic disadvantage: Learners from ethnic minority groups are more likely to experience poverty, which can limit access to resources like private tuition, technology, or quiet spaces for study. Schools in disadvantaged areas often have fewer resources and higher teacher turnover, affecting the quality of education.
• Language barriers: Learners from families where English is not the first language may face challenges in literacy-based subjects, particularly in their early years of education.
• Systemic bias and low expectations: Stereotypes and unconscious bias can result in teachers holding lower expectations for learners from certain ethnic backgrounds. This can affect how they are taught, disciplined, and assessed. Exclusion rates are higher for Black Caribbean learners, with many excluded for behaviour rather than supported with early interventions.
• Lack of representation: A lack of diverse role models in the curriculum and teaching workforce can make it harder for learners from minority backgrounds to feel a sense of belonging and aspiration. For example, a curriculum that centres on Western perspectives may fail to engage learners from non-Western backgrounds.
• Parental engagement: Cultural and linguistic differences can affect how families engage with the education system. Some parents may feel unable to navigate it effectively, particularly if they face language barriers or are unfamiliar with the structure.
• Peer dynamics: Learners from minority groups may face bullying or discrimination, leading to disengagement and lower self-esteem, which directly impact academic performance.

Because of this complexity, attempts to close the ethnicity gap will require system-wide efforts, addressing the root causes and tailoring interventions to meet the needs of different groups. These efforts might include: 

Firstly, targeted support for disadvantaged learners: We need to use the Pupil Premium effectively to provide additional resources, such as one-to-one tuition, mentoring, and access to extracurricular activities. Early intervention programmes, particularly in literacy and numeracy, can also help learners from non-English-speaking backgrounds. 

Secondly, anti-bias training for teachers: Regular training on unconscious bias can help teachers to set high expectations for all learners and to use fair and equitable classroom practices. We should also monitor exclusion rates and ensure behaviour policies are applied consistently across all groups.

Thirdly, culturally inclusive curriculum: We need to diversify the curriculum to reflect the contributions and histories of all ethnic groups. This not only boosts engagement but also helps foster a sense of belonging. We might also encourage open discussions about race and identity to create a more inclusive school culture.

Fourthly, improving representation in the workforce: We should make efforts to recruit and retain more teachers from ethnic minority backgrounds to provide diverse role models. We also need to support aspiring leaders from underrepresented groups to move into senior positions within schools.

Fifthly, parental engagement programmes: We need to work with families to build stronger home-school links. This might include offering workshops for parents on how to support their children’s learning or providing interpreters for non-English-speaking families. We can also work with community leaders to build trust and encourage greater participation.

Finally, challenging stereotypes: We should actively challenge negative stereotypes through assemblies, workshops, and lessons. We can celebrate diversity by marking events like Black History Month or International Mother Language Day.

3 The SEND gap 

As well as gender and ethnicity, SEND has long accounted for significant attainment gaps. The SEND gap is a persistent challenge in education and highlights inequalities in support, resources, and opportunities for SEND learners. 

One of the complications is that the SEND gap – like the ethnicity gap – is influenced by a range of interrelated factors, including systemic challenges, resource constraints, and attitudinal barriers, such as: 

• Delayed identification and support: Many SEND learners are not identified early enough, leading to delays in providing the tailored support they need. Even when SEND is identified, bureaucratic delays in securing EHCPs can result in learners missing critical interventions during key parts of their learning journeys.
• Inadequate resources: Schools often struggle to provide high-quality support due to limited funding, staffing shortages, and inadequate staff training. Specialist services such as speech and language therapy or educational psychology are often oversubscribed, leading to long waiting times.
• Mainstream inclusion challenges: While the principle of inclusion is widely supported, many mainstream schools lack the expertise or resources to effectively meet the needs of SEND learners. SEND learners in mainstream settings may face bullying, isolation, or teaching that is not suitably adapted to their needs, leaving them disengaged.
• Exclusion rates: Learners with SEND are disproportionately represented in school exclusions data. In 2021, they accounted for 42% of permanent exclusions, often for behaviours linked to their unmet needs. Exclusions, naturally, disrupt learning and exacerbate attainment gaps.
• Low expectations and bias: Some educators may hold unconscious biases about the abilities and capabilities of SEND learners, leading to lower expectations and limited access to challenging work. SEND learners may also internalise these low expectations, reducing their confidence and ambition.
• Transitions and continuity: Transitions between school phases, or from school to further education or employment, are particularly challenging for SEND learners, leading to gaps in support and reduced attainment.

Closing the SEND gap therefore requires systemic change, increased investment, and cultural shifts within schools. This might include:

Firstly, early identification and intervention – achieved by training teachers to recognise early signs of SEND and implement classroom-based interventions while awaiting formal assessments, and by investing in screening tools and resources to support early identification, particularly in the early years.

Secondly, improved EHCP processes – achieved by streamlining the EHCP process to reduce waiting times and ensure that learners receive timely and appropriate support, and by monitoring the implementation of EHCPs to ensure that the agreed provision is delivered consistently.

Thirdly, specialist training for teachers – achieved by providing ongoing professional development to equip teachers with strategies to differentiate teaching and manage diverse learning needs, and by promoting the use of evidence-based approaches, such as task-scaffolding and assistive technology, to support SEND learners in mainstream settings.

Fourthly, increased funding and resources – achieved by allocating sufficient funding to mainstream schools to hire additional staff, such as teaching assistants or SEND specialists, and to help them access external services, as well as by expanding the availability of alternative provision and special schools for learners with more complex needs.

Fifthly, inclusive classroom practices – achieved by ensuring that teaching methods, materials, and assessments are accessible to all learners, and by fostering a classroom culture of empathy and respect, encouraging all learners to value diversity and support their peers.

Sixthly, improving transitions – achieved by establishing robust transition plans to support SEND learners as they move between school phases or into further education or work, and by involving learners and their families in planning these transitions to ensure that their needs are fully understood and met. 

Finally, parental and learner voice – achieved by engaging families as partners in their children’s education, ensuring that they feel informed and empowered to advocate for their needs, and by regularly seeking feedback from SEND learners about their experiences and then using this to inform school practices. 

4 The socio-economic gap

The socio-economic gap manifests in learners who live in poverty achieving lower outcomes at school, reduced rates of progression to further education, and limited career opportunities and earnings potential. 

There are several reasons for the socio-economic gap’s existence, including: 

• Material poverty: Learners from disadvantaged backgrounds may lack access to resources such as books, a quiet place to study, or reliable internet, which are essential for supporting learning outside of school.  Economic insecurity can lead to housing instability, hunger, or poor health, all of which negatively impact a child’s ability to focus and thrive in school. 
• Parental engagement: Parents from lower socio-economic backgrounds may face barriers to supporting their child’s education, such as time constraints due to work, lower confidence in engaging with schools, or language barriers. 
• Cultural capital: Disadvantaged learners may have fewer opportunities to build cultural capital — the knowledge, experiences, and skills valued by the education system and society. For example, they may have limited access to museums, theatre trips, or enrichment activities that contribute to academic success.  
• Aspirations and motivation: Economic hardship can lead to lower aspirations and self-belief among disadvantaged learners. A lack of role models who have succeeded through education may reinforce feelings that academic success is unattainable or irrelevant. 

The socio-economic gap may be significant and stubborn, but it is certainly not insurmountable. Here are some ways in which we can begin to narrow the gap…

Firstly, we can ensure that funding such as the Pupil Premium is used strategically to invest in evidence-based interventions. This might include tutoring, literacy programmes, or subsidising extracurricular activities. We should then monitor the impact of this funding and ensure it directly benefits disadvantaged learners.  

Secondly, we can provide early intervention. High-quality early education is especially important for narrowing the gap at its source.  We can also invest in family support programmes that help parents engage in their child’s education from an early age.  

Thirdly, we can invest in high-quality teaching for all. This means prioritising professional development to ensure all teachers are equipped to deliver differentiated instruction for diverse needs. 

Fourthly, we can address the broader challenges faced by disadvantaged learners by investing in mental health and well-being services. This includes access to school counsellors, mentoring programmes, and breakfast clubs. 

Fifthly, we can provide all learners with opportunities to experience cultural enrichment. This could involve free trips, guest speakers, or partnerships with local organisations. We should also encourage participation in extracurricular activities, ensuring financial barriers do not exclude disadvantaged learners.  

Sixthly, we can offer workshops or resources that help parents understand how to support their child’s learning at home. We can use outreach strategies to engage hard-to-reach families, including home visits or translation services for non-English-speaking parents.  

Finally, we can expose learners to a wide range of careers and higher education opportunities through trips, careers fairs, and talks from relatable role models. We might offer personalised career and academic guidance that helps disadvantaged learners map out a clear pathway to success.  

***

Alas, word count prevents me from exploring these issues further but please note that gender, ethnicity, SEND, and socio-economic status are not the only causes of attainment gaps. There are other significant factors such as high levels of mobility (e.g. being a service child) and other vulnerabilities (e.g. being a looked after child) that need exploring if you’re to foster a culture of inclusion and belonging. 

Coming up… 

I said I’d return to what inclusion and belonging looked like in practice and explore in greater depth the key features of inclusive lesson planning, teaching, and assessment. So, let’s do just that. Next time, we’ll delve into lesson planning…

About the author

Matt Bromley is CEO of bee and Chair of the Building Equity in Education Campaign. He is an education journalist, author, and advisor with over twenty-five years’ experience in teaching and leadership including as a headteacher. He is now a public speaker, trainer, initial teacher training lecturer, and school improvement advisor, and remains a practising teacher. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast.

Matt’s next book, out in May 2025 and published by Routledge, is called Why School Doesn’t Work for Every Child and explores ways of creating more inclusive schools.