Educational inequality in primary education is a concern that affects the entire society. Despite efforts to enhance equity in education and to eradicate disparities in the system, inequality persists through factors like social status, poverty, and race (Smith, E. 2018). The negative consequences of these factors have profound implications for children’s learning performance (Woodward, P. 2020). This paper is going to examine educational inequality in primary schools through children from low-income families, learners with special educational needs and disabilities, and those for whom English is the second language (EAL). By considering the source of these inequities and their implications, the necessity of policies and programs that explicitly resolve them and the need for systemic changes that make the education process more accessible for children and help them to be able to utilize their potential entirely becomes even more apparent.
Poverty and socioeconomic status affect the academic future of a child (Thompson, I. 2020, 116). The most vulnerable children from poor households have to grapple with problems that end up being a barricade to their academic progress (Ellis, S. et al. 2019). The inability to access the required books and educational toys restricts their exposure to early learning experiences that are the pillars of cognitive development (Healey A. et al. 2019). The consequences of such problems are visible in educational attainment. Many researchers have shown that students from low-income backgrounds perform less well in tests such as the General Certificate of Secondary Education (GCSE), which is the pinnacle of the U.K. education system. An Education Policy Institute report for 2018 states that the disparity in GCSE grades between disadvantaged students and other students belonging to more affluent families was as high as 18.1 months of learning (Parry, D. 2020).
Working-class students, among them students from minority ethnic groups, struggle with a multitude of adversities that can hinder both their academic and personal growth (Simpson, E. 2023). Attending underfunded schools turns out to be one of the primary issues that pulls students back (Hargreaves, E. et al. 2021, 82). These institutions need to have updated textbooks, better educational resources, and more facilities. This illustrates the drawback of a formal education system, which is restrictive and fails to allow students to engage adequately and reap full benefits from their learning process. Besides, a lack of funding is mainly associated with a lack of experienced teachers who really make a difference by providing support that helps the learners overcome these structural weaknesses (Winter, V. et al. 2022, 6081).
The race issue is also one of the vital factors to be considered in education. Black students, although grouped as the minority, are the ones who face significant disadvantages in education. These kids are very often pushed out of schools, moved into the lower sets, and still punished more severely. Expressions of racism or discrimination can show up in different ways and include signs of lowered educational expectations, stereotyped assumptions about abilities, or racist comments. In addition, the curriculum in many schools often reflects a Eurocentric perspective, which can marginalize the histories, contributions, and experiences of Black and minority ethnic communities (Moncrieffe, M. 2020). Research consistently shows that Black students, particularly black Caribbean pupils, are subject to harsher disciplinary measures compared to their White counterparts. Data from the Department for Education in the U.K. indicates that Black Caribbean students are almost three times more likely to be disqualified from school. Systemic discrimination perpetuates the cycle of underachievement and marginalization. The Department for Education indicated that in 2019, only 64.9% of Black Caribbean children attained good progress upon finishing their Early Years Foundation Stage, as opposed to 72.1% among White British children (Henry, K. et al. 2022, 1257).
SEND kids face even higher levels of inequality. SEND pupils often require tailored educational approaches, specialized equipment, or modified materials to access the curriculum effectively. These students require assistive technology, alternative modes of communication, or teaching aids that have been specially designed to meet their needs. It can be costly to offer the necessary services for SEND pupils. However, with these provisions, these learners might stay caught up with their colleagues, thereby bridging gaps in education. Inadequate funding and the need for mentors with specialized knowledge of EAL pupils’ learning needs are the primary reasons why these students obtain inadequate support (Damie, F. & Lewis, K. 2018, 430). Most schools are bound by a low budget, which restricts the provision of necessary services. The result needs to be more specialized staff and more specialized resources, and the teachers and support staff need to be adequately trained to meet the needs of the SEND pupils. Results of the 2019 Key Stage 2 exams reveal that 65% of children with SEND, compared with 53% in 2016, had reached the expected standard in writing, mathematics, and reading (GOV. UK. 2022).
In the context of EAL students, it becomes evident that other aspects, such as social class and race, do make significant contributions to the success of these students. Language barriers are the main obstacles for EAL students, and they often impede their ability to access the course of learning, converse freely with classmates during activities, and eventually demonstrate their competencies (Hall, G. 2019). EAL students may not be proficient with the English language just like anyone else, so their understanding of instructions, participation in discussion, and comprehension of written materials may be compromised. While some EAL students from high-income families tend to do well, those students who come from families with low socioeconomic status and are members of ethnic minority groups do poorly because the schools they attend have many other disadvantaged and immigrant students. This might restrict them from spreading their knowledge of English and communicating with children from relatively affluent families, intensifying the existing educational gap. Research has demonstrated that with the provision of acceptable support, EAL students can reach academic excellence on the same level, or better, than their classmates who are native English speakers (Amniana, S. et al. 2022, 100). EAL students develop a high level of adaptability skills, critical thinking, and cultural understanding, which could be helpful in their learning and career choices.
The COVID-10 pandemic has had a disproportionate impact on the already existing educational inequalities. The academy closure and switch to online learning have caused a decline in education among students from low-income homes, where the availability of household technology and setting up a suitable learning environment might be an issue (Keeling M. et al., 2021). The National Foundation for Educational Research (NFER) research found that by the first lockdown in the U.K., the learning gap in primary school disadvantaged pupils compared to their peers from wealthy families increased at a rate of 46% (Sharp, C. et al. 2020).
School comparisons between private and public schools show a tremendous gap in the resources and benefits offered to children from different social classes. Private schools often have access to more financial resources, which can translate into better facilities, more advanced technology, and a more comprehensive range of educational materials (Green, F. 2020, 523). This enhances the learning experience and provides students with more tools to succeed. On the one hand, the public schools, especially those coming from impoverished communities, struggle to deliver the same quality of backing. Money for public schools comes from the federal budget, which is not exempt from reductions and cutoffs (Guthrie J. et al., 2022). Consequently, it leads to a small number of resources, old technology, and fewer students participating in extracurricular activities.
It becomes apparent that children cannot just work hard to gain the same results. The structural imbalances in education systems, compounded with other factors, including poverty, race, and socioeconomic background, cause a variety of issues that some of the students can hardly overcome and, as a result, can create a significant barrier to education. Such inequalities need to be addressed with an approach that is based on a comprehensive strategy, which entails higher funds for poor schools, special programs for vulnerable students, as well as valuing diversity and inclusion as traits of a great education system (Shereen, B. 2023, 180). Smaller class sizes found in private schools allow more individual attention from teachers, which leads to a better understanding of the course material, more personalized feedback, and quicker identification of the student’s strengths and weaknesses. Public schools usually have bigger classes, and because of that, it is harder for a single teacher to provide enough individual attention to students; hence, the students get less help and feedback from their teachers (Coetzee, B. et al. 2022, 190).
Teachers are the key to fighting these social injustices. Their way of teaching and thinking can, in fact, change and improve the outcome and quality of student learning significantly. Educators may develop a feeling of inclusion and appreciation for diversity by creating a classroom atmosphere that respects every student’s background and experiences (Cushing, I. & Snell, J. 2023, 370). This involves the practice of culturally sensitive teaching, individualized instruction for any student who requires special needs, and the creation of a classroom community that does not give priority to any student because of their origin or requirements. Consequently, when teachers have faith in their students’ capabilities and motivate them to perform their best, it gives rise to confidence and motivation. Clearly, knowing that each student possesses different levels of abilities, learning styles, and strengths, educators are able to determine their teaching to create equivalence. Teachers can pinpoint the learners who require extra help, especially with learning barriers, socioeconomic challenges, language deficits, and obstacles, and offer individualized strategies focusing on these areas (Ferri, F. et al. 2020, 86).
To sum up, educational inequality at the primary level is a complicated and wide-ranging problem, and among students from socially disadvantaged levels, it is mainly manifested in terms of their academic achievements and prospects. Addressing these disparities will require working together with the government, the teachers, and society to make sure no child is left behind and that they are offered quality education and the necessary support they need, which helps them overcome the difficulties of inequality that make their success difficult. We can create an equitable and inclusive learning community that overturns the dominant system if we provide equal opportunities for all students to demonstrate their potential regardless of their socioeconomic status, race, or special needs.
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