Sharing Student Projects

The purpose of this dissertation was to explore Reception teachers’ perceptions of the factors that influence children’s readiness for school, with a particular focus on the role of SES. The study was motivated by ongoing debates about how “readiness” should be defined, and how inequalities in children’s early life experiences may affect their ability to adapt to school. Rather than treating readiness as a fixed checklist of skills, this project sought to understand how those working directly with young children make sense of it in their daily practice. The research involved semi-structured interviews with Reception teachers, who were well placed to reflect on children’s starting points and the challenges they encounter. A purposive sample of teachers was recruited, representing a range of school contexts. In total, 7 teachers participated. Their insights were analysed using RTA (Braun & Clarke, 2021), which ensured the voices of teachers were central in shaping the findings. The analysis revealed several important themes. First, teachers described school readiness as a fluid and multifaceted concept. While academic skills such as recognising letters or numbers were mentioned, these were rarely considered the most important markers of readiness. Instead, teachers placed greater emphasis on social and emotional skills, such as the ability to manage feelings, share with peers, and listen to instructions and on practical independence, such as toileting and feeding. Readiness was therefore seen as a broad set of capacities that allow children to participate in the routines of classroom life, rather than a narrow set of academic benchmarks. Second, the home environment was consistently highlighted as central to readiness. Teachers spoke about how stable routines, nurturing relationships, and opportunities for play and interaction gave some children a strong foundation for school. In contrast, those from disadvantaged backgrounds often faced barriers such as overcrowded housing, limited resources, poor nutrition, or lack of sleep, all of which affected their energy levels, concentration, and emotional regulation in class. Parental engagement was also described as a key factor, with children whose parents read to them, asked questions, and encouraged curiosity arriving at school more confident and motivated. At the same time, teachers acknowledged that disengagement was not always due to disinterest; it could also reflect parents’ own negative schooling experiences, language barriers, or a fear of being judged. Third, teachers perceived SES as shaping children’s early opportunities for enrichment. Visits to parks, libraries, and museums were seen as building vocabulary, resilience, and curiosity. Conversely, children who had limited exposure to such experiences often found school transitions more challenging. However, teachers also offered examples of children from disadvantaged backgrounds who displayed remarkable resilience, adaptability, and enthusiasm, challenging simplistic assumptions about SES. These reflections highlight that readiness is shaped by a complex interplay of resources, family practices, children’s dispositions, and school support. The findings fit with wider research that critiques narrow definitions of school readiness and stresses the importance of considering social and cultural contexts (Blair & Raver, 2015; Kokkalia et al., 2019; Purdom et al, 2023; Reiss, 2013). They also echo studies showing that poverty is associated with barriers to educational participation, but that children’s resilience and family support can mitigate some of these challenges (Ewell et al. 2024; Williams & Lerner, 2019). In conclusion, this study suggests that school readiness should not be seen as a fixed checklist, or as the sole responsibility of the child or family. Instead, it is a dynamic process shaped by home, school, and broader social structures. Teachers emphasised the importance of family-school partnerships, equitable access to early experiences, and systemic support to address inequalities. The study recommends that policymakers and practitioners adopt a more holistic view of readiness that values social and emotional capacities alongside academic preparation, and that schools be given greater resources to support children and families facing disadvantage.

This research has important implications for schools, teachers, families, and policymakers. For schools and practitioners, the findings highlight the need to prioritise social, emotional, and practical aspects of readiness, rather than focusing narrowly on early academic targets. This could influence classroom practices, transition arrangements, and family engagement strategies. Teachers may benefit from professional development that deepens their understanding of the links between SES, home environment, and children’s adjustment to school. For parents and families, the study underscores the positive impact of everyday interactions, such as reading together, maintaining routines, and encouraging curiosity, on children’s confidence and adaptability. Clearer communication from schools about what “readiness” means, framed in accessible and non-judgmental ways, could help reduce anxiety and strengthen home-school partnerships. For policymakers, the findings reinforce calls for early intervention and support services that address wider inequalities shaping children’s lives. Investment in family outreach, enrichment programmes, and access to specialist services, such as speech and language support, could help level the playing field for children from disadvantaged backgrounds. More broadly, the research contributes to public understanding of readiness by challenging deficit-based narratives of children from low SES families. By showing how resilience and adaptability can flourish even in challenging contexts, it promotes a more balanced and hopeful view of early education. The potential impacts therefore extend across educational, social, and policy domains, with benefits for children, families, schools, and wider society.