Sharing Student Projects

This research aimed to understand barriers faced by disadvantaged students (as identified by the PP criteria) from the perspectives of secondary school teachers. There has been a long-standing attainment gap between disadvantaged students and those from higher SES backgrounds. The research was viewed through several theoretical perspectives, which in combination provided a more holistic understanding of the PP situation. The predominant psychological framework was that of Risk and Resilience, which identifies risk (difficulties) and protective (resilience) factors. In addition, this research considered the particular issues inherent in the post-COVID cost-of-living crisis period. The research topic, time period and use of several analysis frameworks is not prevalent in the wider research literature. The study took place in a secondary school in Oldham, which has areas of deprivation and thus a high proportion of PP students. Eight teacher-participants were selected for the study via purposive convenience sampling (i.e. those teachers replying first being selected). One-to-one, audio-recorded semi-structured interviews (i.e. open-ended questions with opportunities for discussion) were the chosen method of data gathering. This qualitative approach aimed to gather in-depth (‘rich’) viewpoints, as opposed to quantitative (statistical) generalisable data. The interview transcripts were explored via an inductive thematic analysis (identifying, themes and patterns within the data); three themes then emerged: Parent and school partnership; Contextual factors affecting education; Pedagogical (teaching methods) responses and approaches of teachers. Viewing the data through the Risk and Resilience framework, the following risk and protective factors were identified and were found to be consistent with existing literature. Those factors, which are external influences include: cultural capital (defined as the knowledge, skills and cultural experiences required to progress in an educational context) of PP students being insufficiently rich enough for the National Curriculum and cultural capital which is different from the requirements of the National Curriculum. These factors stem from the habitus (deeply ingrained set of attitudes and dispositions) that are the foundations of the home lives of many PP students. These findings are as per the seminal work of Bourdieu’s theory of social practice. The resulting consequences are that much defined National Curriculum school work has little connection or appeal to PP students and the psychological response is that many PP students have reduced motivation, which can then lead them being open to resistant-behaviour. In addition, the post-COVID cost-of-living crisis has created significant financial burdens and time constraints, leading to reduced support from parents. Another identified external risk factor, but one currently not present within existing literature to any great extent, is the: further marginalisation of students subject to the effects of a digital divide due to teachers relying on greater IT utilisation to reduce teaching workload. This has arisen from improved IT self-efficacy in the teaching profession during COVID-19. Factors that the research identified that support academic attainment and thus build resilience in PP students are external protective factors of: caring and strong support networks (between teachers/students, teachers/parents) and include school connectedness; a positive classroom emotional-climate; developing educational skills in parents (e.g. developing parents’ understanding of university financing). These have been implemented via structures and policies that include: QFT and Breakfast Clubs. These also aid in providing cost-of-living support. All these policies aim to increase the internal resilience in students. The findings are consistent with wider literature. For future studies, it is recommended that a longitudinal study be conducted of the long-term effects of COVID-19 and the subsequent cost-of-living crisis on the educational attainment of PP students.

The research is particularly useful for the target-school, which can benefit from obtaining an enhanced overview of the understanding of their staff on the PP situation, and the views of teachers on the PP strategies that are currently in place. This could help senior leaders to allocate PP monies more effectively. Further to this, the research could be especially valuable for secondary school teachers across the Oldham local authority, and also to those who teach in similar demographics but in different locations throughout England. Such schools may have similar risk factors and all schools would benefit from the implementation of the protective (resilience) factors. Nevertheless, representation of geographically diverse areas in the study is limited and thus the findings may not be applicable to other locations in England. Therefore, applicability of the study needs to be considered carefully. Issues arising concerning the marginalisation of disadvantaged students will need to be considered from a wider educational and curricula context. Educational policies and curriculum content may need to be altered to align more with the cultural capital of PP students. However, this may give rise to the debate on whether the curriculum may become at risk of being less challenging. As well as this, other educational establishments can benefit from the research as they can gain an insight into other PP strategies and structures to implement protective factors. Furthermore, the teaching profession can utilise the findings of this dissertation-research to support in the structuring of their own interventions and support strategies, leading to optimisation of the distribution of PP monies, and ultimately resulting in a narrowing of the PP educational attainment gap. The findings can also support PP parents in understanding how they may be impacting on their child's academic resilience, and consequently aid parents to become better equipped in supporting their child’s education and well-being, and advocating for resources and support to enable their child to prosper.