Low-income White children are already disengaged before they start secondary school, study finds

Low-income White children are already disengaged before they start secondary school, study finds

Low-income White children (LIWC)¹ long described as “left behind”, are among the least engaged pupils in England’s schools, according to new research published today by Professor John Jerrim, drawing on data from The Engagement Platform TEP.

Engagement refers to the commitment and enthusiasm pupils have towards their school. An increasing body of evidence is showing that high engagement amongst pupils is linked to faster rates of academic progress and better attendance. Conversely, low engagement can be an early warning sign of underperformance.

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 a stark picture for LIWC:

• Already behind by Year 7: 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.  

• Lowest enjoyment of school: 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.

• Effort gap: 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:

“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.”

Jess Easton, Director, The Engagement Platform:

“This research is a wake-up call, demonstrating that for some cohorts, the roots of disengagement start much earlier than we had anticipated. If we want to change the story for these pupils, we need to empower schools with engagement insights, as a vital tool to support children and drive school improvement.

“Schools tell us that they can see the warning signs early but often lack the tools to act before problems become entrenched. This data shows just how vital it is to track engagement systematically and intervene quickly, especially ahead of the critical primary–secondary transition.”

A spokesperson for Bohunt Education Trust:  

“Our work with holistic data on engagement and wellbeing began well before Covid, and when combined with initiatives such as our outdoor programme, digital innovation, school improvement work and consistently high-quality teaching, it has helped drive a strong, four-year upward trend since the pandemic. As a result, our students are now performing significantly ahead of national in nearly all measures. By tracking engagement closely, we can also target support where it matters most - and we’re proud to see this driving strong outcomes across our schools.”

A spokesperson for Bohunt School Worthing said:  

“We set the highest expectations and use holistic data, including on engagement, to target support, ensuring every student thrives and achieves above national standards.”

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ImpactEd Group is continuing to subsidise schools to participate in TEP, to build the research benchmarks and enable more granular analysis of engagement dynamics across the country. Interested schools should contact insights@tep.uk

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The full research paper by Professor John Jerrim is available for download here.

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1. The study classifies White British children eligible for free school meals as LIWC

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