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Since 1997 the Sutton Trust has been fighting for social mobility from birth to the workplace so that every young person – no matter who their parents are, what school they go to, or where they live – has the chance to succeed in life.

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Our research

Our agenda-setting research identifies the root causes of low social mobility and promotes effective solutions through education and employment.

Since 1997 we've published over 200 reports, many of which have gone on to influence national policy.

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Our agenda-setting research identifies the root causes of low social mobility and promotes effective solutions through education and employment. Since 1997 we've published over 200 reports, many of which have gone on to influence national policy.

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‘Deconstructing ‘aspiration’: UK policy debates and European policy trends’ by from Spohrer, K.

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‘Deconstructing ‘aspiration’: UK policy debates and European policy trends’ by from Spohrer, K.

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ARTICLE

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 "Work, consumerism and the new poor" by Bauman, Z. 

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 "Work, consumerism and the new poor" by Bauman, Z. 

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The higher people rank in the social hierarchy, the more choices they and their children have.

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‘Meritocracy: broken Britain’s system of social mobility' by Kingsley, J. (2012)

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‘Meritocracy: broken Britain’s system of social mobility' by Kingsley, J. (2012)

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ARTICLE

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 "The evolution of deficit thinking", Valencia, R. (ed.)

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 "The evolution of deficit thinking", Valencia, R. (ed.)

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Obsession with exam results: "a modern form of educational oppression, driven by deficit thinking’"(Valencia, 1997: 5).

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"The socially just school: making space for youth to speak back" by Smyth, J., Down, B. and McInerney, P. 

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"The socially just school: making space for youth to speak back" by Smyth, J., Down, B. and McInerney, P. 

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Are schools "manifestly unfair places with the rewards of education allocated primarily on the basis of class, gender and race"?

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 "Adaptation, poverty and development: the dynamics of subjective well-being" by Clark, D.A (ed.) (2012) 

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 "Adaptation, poverty and development: the dynamics of subjective well-being" by Clark, D.A (ed.) (2012) 

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SPEECH by Martha Nussbaum "Not For Profit: Liberal Education and Democratic Citizenship"

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SPEECH by Martha Nussbaum "Not For Profit: Liberal Education and Democratic Citizenship"

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Three capacities, above all, are essential to the survival and progress of democracy in today’s complicated world...

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"Cultivating Humanity" by Martha Nussbaum

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"Cultivating Humanity" by Martha Nussbaum

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How can higher education create a community of critical thinkers that transcends the boundaries of class, gender and nationality?

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"Creating Capabilities" by Martha Nussbaum

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"Creating Capabilities" by Martha Nussbaum

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If a country's GDP increases each year but so does the percentage of people deprived of basic education, health care & other opportunities, is that country really making progress?

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"Not for profit: why democracy needs the humanities" by Martha Nussbaum

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"Not for profit: why democracy needs the humanities" by Martha Nussbaum

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Nussbaum argues that we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world.

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"Pedagogy of The Oppressed" by Paulo Freire

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"Pedagogy of The Oppressed" by Paulo Freire

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"Thinking critically about practice, today's or yesterday's, makes possible the improvement of tomorrow's practice." (1998:44)

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"Pedagogy of Hope: Reliving Pedagogy of the Oppressed" by Paulo Freire

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"Pedagogy of Hope: Reliving Pedagogy of the Oppressed" by Paulo Freire

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Freire's concern for social justice and education remains as as inspiring as ever.

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"...if some children in a nation have educational opportunities unequal to those of other children...this seems to raise an issue of basic fairness.2 (p. 41)

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"Becoming a teacher: issues in secondary teaching", J. Dillon and M. Maguire (eds.)

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"Becoming a teacher: issues in secondary teaching", J. Dillon and M. Maguire (eds.)

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"...an incisive account of how precariousness is becoming the new normality"

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"Which knowledge and skills do we want our children to have in 2020?" (p. 171)

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‘What would a socially just education system look like?’ by Diane Reay

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‘What would a socially just education system look like?’ by Diane Reay

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ARTICLE

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This paper first draws on the political philosophy of R.H. Tawney to outline some universal principles for the provision of socially just education. It then moves onto a more pragmatic approach, analysing where the injustices lie in contemporary British education and outlining policies and practices that are socially just, not in an instrumental neoliberal sense but in terms of more egalitarian social democratic and socialist traditions. The final section of the paper focuses on Finland as the closest example of a socially just education system, before arguing for a rethinking and reworking of Tawney's educational thinking for the twenty-first century.

Additional information

Notes

1. The distinction between the UK more generally and England is an important one because both Scotland and Wales are attempting to hold onto some older social-democratic goals, purposes and policies. So although most of my arguments hold for the broader UK context at points England is highlighted as the more relevant context.

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What would a socially just education system look like?: saving the minnows from the pike

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This paper first draws on the political philosophy of R.H. Tawney to outline some universal principles for the provision of socially just education. It then moves onto a more pragmatic approach, analysing where the injustices lie in contemporary British education and outlining policies and practices that are socially just, not in an instrumental neoliberal sense but in terms of more egalitarian social democratic and socialist traditions.

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"Disadvantage" by J. Wolff & A. De Shalitt

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"Disadvantage" by J. Wolff & A. De Shalitt

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 ‘Closing the attainment gap – a realistic proposition or an elusive     pipe-dream?’ by Mowat, J. (2018)

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 ‘Closing the attainment gap – a realistic proposition or an elusive     pipe-dream?’ by Mowat, J. (2018)

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ARTICLE

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The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework. It draws upon a range of theoretical perspectives but principally examines the problem through the lens of Steiner-Khamsi's concepts of 'reception' and 'translation' of policy and through examination of the international and national (Scottish) policy contexts. The paper argues that, rather than focussing narrowly upon attainment outcomes, an holistic approach should be adopted which takes account of the economic, social and relational constraints which impact upon families in poverty, calling for a systems-level approach. 'Schools cannot go it alone': there is a need to focus upon a wide range of public policy to redress inequalities in society. Whilst the Scottish Government has looked to the London/City/National Challenge as a potential solution to the problem, the complexities and limitations of policy borrowing need to be understood. Higher Education Institutions, government agencies, local authorities and schools need to work in partnership to develop research informed practice which will impact upon learning outcomes for all children and young people.

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Closing the attainment gap - a realistic proposition or an elusive pipe-dream?

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The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework.

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"What About Me?" by Louise Michelle Bomber

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"What About Me?" by Louise Michelle Bomber

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"...we need to facilitate real relationships between both adults and pupils" (p. 275)

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 ‘Off the Model’: resistant spaces, school disaffection and      ‘aspiration’ in a former coal-mining community’ by  Bright, G. (2011)

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 ‘Off the Model’: resistant spaces, school disaffection and      ‘aspiration’ in a former coal-mining community’ by  Bright, G. (2011)

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ARTICLE

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"Reproduction in education, society and  culture" by Pierre Bourdieu & Jean-Claude Passeron 

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"Reproduction in education, society and  culture" by Pierre Bourdieu & Jean-Claude Passeron 

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 ‘New class inequalities in education: why education policy may be     looking in the wrong place! Education policy, civil society and social class’ by Ball, S. 

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 ‘New class inequalities in education: why education policy may be     looking in the wrong place! Education policy, civil society and social class’ by Ball, S. 

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ARTICLE

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‘Unlearning deficit ideology and the scornful gaze: thoughts on     authenticating the class discourse in education' by Gorski, P.

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‘Unlearning deficit ideology and the scornful gaze: thoughts on     authenticating the class discourse in education' by Gorski, P.

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ARTICLE

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"Miseducation: Inequality, Education and the Working Classes" by Diane Reay

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"Miseducation: Inequality, Education and the Working Classes" by Diane Reay

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Education policy, key educational debates and themes.

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 ‘Poorer children’s educational     attainment: how important are attitudes and behaviour?’ BY Goodman, A. and Gregg, P. (2010) (eds.)

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 ‘Poorer children’s educational     attainment: how important are attitudes and behaviour?’ BY Goodman, A. and Gregg, P. (2010) (eds.)

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ARTICLE

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"Making Kids Cleverer: a manifesto for closing the advantage gap" by David Didau

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"Making Kids Cleverer: a manifesto for closing the advantage gap" by David Didau

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"The Boy Who Was Raised As a Dog" by Bruce D Perry

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"The Boy Who Was Raised As a Dog" by Bruce D Perry

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“The truth is, you cannot love yourself unless you have been loved and are loved. The capacity to love cannot be built in isolation.”

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"Closing The Vocabulary Gap" by Alex Quigley

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"Closing The Vocabulary Gap" by Alex Quigley

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"The Weight of the World" by Pierre Bourdieu

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"The Weight of the World" by Pierre Bourdieu

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“Empathy underlies virtually everything that makes society work—like trust, altruism, collaboration, love, charity. Failure to empathize is a key part of most social problems—crime, violence, war, racism, child abuse, and inequity, to name just a few.”

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‘Closing the attainment gap in education’ by Sosu, E. and Ellis, S. 

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‘Closing the attainment gap in education’ by Sosu, E. and Ellis, S. 

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ARTICLE

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‘The influence of parents, places and poverty on educational attitudes and aspirations’ by St Claire, R., Kintrea, K. and Houston, M. 

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‘The influence of parents, places and poverty on educational attitudes and aspirations’ by St Claire, R., Kintrea, K. and Houston, M. 

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ARTICLE

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What is the relationship between young people's aspirations and how they are formed? Based on longitudinal research in three locations in the UK, this study investigates aspirations and empirical evidence.

There is a high degree of interest among politicians and policymakers in aspirations, driven by two concerns: raising the education and skills of the UK population, and tackling social and economic inequality. High aspirations are often seen as one way to address these concerns, but how aspirations contribute to strong work and educational outcomes is not well understood.

The report:

examines the nature of aspirations;

explores how parental circumstances and attitudes, school, and opportunity structures come together to shape aspirations in deprived urban areas; and

argues that the approach to intervention should be reconsidered.

A 'roundup' of the key messages from this programme of work is also available.

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The influence of parents, places and poverty on educational attitudes and aspirations

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What is the relationship between young people's aspirations and how they are formed? Based on longitudinal research in three locations in the UK, this study investigates aspirations and empirical evidence. There is a high degree of interest among politicians and policymakers in aspirations, driven by two concerns: raising the education and skills of the UK population, and tackling social and economic inequality.

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‘The power of circumstances: a new approach to measuring education inequality’ by Watkins, K. 

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‘The power of circumstances: a new approach to measuring education inequality’ by Watkins, K. 

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ARTICLE

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In recent years, there has been a resurgence of interest in the issue of inequality. Part of this resurgence can be traced to new evidence of persistent and widening wealth gaps. Average incomes may be converging globally as a result of high growth in emerging markets, stronger growth in many poor countries, and slow growth in rich countries. However, the evidence also shows that within countries a parallel process of income divergence, marginalization and rising inequality is also taking place. Put differently, the rising tide of global prosperity is not lifting all boats.

Much of the international debate on inequality focuses on the distribution of income across and within countries. Other dimensions of inequality have received less attention. This is unfortunate. Amartya Sen has described development as "a process of expanding the real freedoms that people enjoy" by building human capabilities or their capacity to lead the kind of life they value. Income is a means to that end but it is a limited indicator of well-being. Moreover, a person's income reflects not just personal choice but also their opportunities for improving health, literacy, political participation and other areas. Education is one of the most basic building blocks for the "real freedoms" that Sen describes. People denied the chance to develop their potential through education face diminished prospects and more limited opportunities in areas ranging from health and nutrition, to employment, and participation in political processes. In other words, disparities in education are powerfully connected to wider disparities, including international and intra-country income inequalities. This is why education has been identified as one of the most critical factors in breaking down the disadvantages and social inequalities that are limiting progress toward the United Nations' Millennium Development Goals (MDGs)-development targets adopted by the international community for 2015.

Understanding patterns of educational inequality is critical at many levels. Ethical considerations are of paramount importance. Most people would accept that children's educational achievements should not be dictated by the wealth of their parents, their gender, their race or their ethnicity. Disparities in educational opportunities are not just inequalities in a technical sense, they are also fundamental in equities-they are unjust and unfair. In an influential paper, John Roemer differentiated between inequalities that reflect factors such as luck, effort and reasonable reward, and those attributable to circumstances that limit opportunity (Roemer 1988).1 While the dividing line may often be blurred, that distinction has an intuitive appeal. Most people have a high level of aversion to the restrictions on what people-especially children-are able to achieve as a result of disparities and inherited disadvantages that limit access to education, nutrition or health care (Wagstaff, 2002). There is a wide body of opinion across political science, philosophy and economics that equal opportunity-as distinct from equality of outcomes-is a benchmark of egalitarian social justice. The theories of distributive justice associated with thinkers such as Amartya Sen, John Rawls, Ronald Dworkin and John Roemer argue, admittedly from very different perspectives, that public policy should aim at equalizing opportunity to counteract disadvantages associated with exogenous circumstances over which individuals or social groups have no control. Given the role of education as a potential leveler of opportunity, it is a national focal point for redistributive social justice.

Considerations of economic efficiency reinforce the ethical case for equalizing educational opportunities. Education is a powerful driver of productivity, economic growth, and innovation. Econometric modeling for both rich and poor countries suggests that an increase in learning achievement (as measured by test score data) of one standard deviation is associated on average with an increase in the long-run growth rate of around 2 percent per capita annually (Hanushek and Wößmann, 2010; Hanushek, 2009; Hanushek and Wößmann, 2008). Such evidence points to the critical role of education and learning in developing a skilled workforce. Countries in which large sections of the population are denied a quality education because of factors linked to potential wealth, gender, ethnicity, language and other markers for disadvantage are not just limiting a fundamental human right. They are also wasting a productive resource and undermining or weakening the human capital of the economy.

International development commitments provide another rationale for equalizing educational opportunities. This is for two reasons. First, the commitments envisage education for all and achievement of universal primary education by 2015. Second, there is mounting evidence that inequality is acting as a brake on progress toward the 2015 goals. Since around 2005, the rate of decline in the out-of-school population has slowed dramatically. Based on current trends, there may be more children out of school in 2015 than there were in 2009. Caution has to be exercised in interpreting short-run trends, especially given the weakness of data. However, the past three editions of the UNESCO Education for All Global Monitoring Report (GMR) have highlighted the role of inequality in contributing to the slowdown with governments struggling to reach populations that face deeply entrenched disadvantages (UNESCO, 2008, 2010, 2011). Therefore, picking up the pace toward the 2015 goals requires a strengthened focus on equity and strategies that target the most marginalized groups and regions of the world (Sumner and Tiwari, 2010; UN-DESA, 2009; UNESCO, 2010). It should be added that disparities in education relate not just to access, but also to learning achievement levels.

Accelerated progress in education would generate wider benefits for the MDGs. Most of the world's poorest countries are off-track for the 2015 MDG target of halving income poverty and a long way from reaching the targets on child survival, maternal health and nutrition. Changing this picture will require policy interventions at many levels. However, there is overwhelming evidence showing that education-especially of young girls and women-can act as a potent catalyst for change. On one estimate, if all of sub-Saharan Africa's mothers attained at least some secondary education, there would be 1.8 million fewer child deaths in the region each year. Thus while education may lack the "quick fix" appeal of vaccinations, it can powerfully reinforce health policy interventions.

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The Power of Circumstance: A New Approach to Measuring Education Inequality

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In recent years, there has been a resurgence of interest in the issue of inequality. Part of this resurgence can be traced to new evidence of persistent and widening wealth gaps. Average incomes may be converging globally as a result of high growth in emerging markets, stronger growth in many poor countries, and slow growth in rich countries.

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There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access. I'll keep adding to it as I find things and when people make suggestions:
John Dunlosky: Strengthening the Student Toolbox

Click to Download

Barak Rosenshine: Principles of Instruction

See also: Rosenshine Re-ordered. A Poster by @olicav
Rob Coe et al: What makes great teaching. Dylan Wiliam: 9 things every teacher should know- via tes
The article is here: https://www.tes.com/news/dylan-wiliam-nine-things-every-teacher-should-know with a nice box inset about that researchers - many of whom are featured in the other summaries represented here.
James Ko et al: Effective Teaching
John Sweller's Cognitive Load Theory, summarised by Oliver Caviglioli for How2.

Here's another great paper from CESE in New South Wales on Cognitive Load Theory - with thanks to Matthew Benyohai: Summary on page 7 is very helpful.

Daniel Willingham' s Why don't kids like school. Summary.

And here's a link to Willingham's American Educator article:

The Learning Scientists - downloadable materials

Yeager, Walton and Cohen: Addressing achievement gaps with psychological interventions.

Also, for quick reference:

EEF Toolkit: https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit
Chris Husbands and Jo Pearce: Nine claims from research
American Psychology Association Top 20 Principles from Psychology

There's a quick access summary of the 20 principles here:

Clark, Kirschner and Sweller - A readable version of their research into guided (and minimally guided) instruction.

Education Endowment Foundation report on Metacognition: by Professor Daniel Muijs et al .

Robert Slavin on Cooperative Learning - Group work - a short helpful summary via CUREE.
Arthur Shimamura: MARGE: A whole brain learning approach.
See also: Introducing MARGE: A superb ebook about learning by Arthur Shimamura.
Bjork: Desirable Difficulties:
See also: https://www.psychologicalscience.org/observer/desirable-difficulties which includes an excellent video presentation by Robert and Elizabeth Bjork.
The Great Teaching Toolkit
This superb review from Evidence Based Education is a definite must-read. It's a very comprehensive guide to most of the ideas above - grouped into four categories. Download it here

This is summarised in this brilliant A4 summary:

IES Practice Guide Organizing instruction and study to improve student learning -
As recommended by Dylan Wiliam:

Just realized that I've never tweeted a link to the IES's 2007 Practice Guide on "Organizing instruction and study to improve student learning": https://t.co/VU0LJdM4hB. The checklist makes a much better placemat than most of the quick reference guides offered to teachers. pic.twitter.com/onmAYxJvzG
- Dylan Wiliam (@dylanwiliam) October 29, 2020

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Teaching and Learning Research Summaries: A collection for easy access.

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There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access.

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As I’m a firm believer in teacher confidence and agency as a driver, I’ve selected this book - The Confident Teacher: Developing Successful Habits of Mind, Body and Pedagogy by Alex Quigley - Chapter 13 on Modelling and Metacognition (Lee Dunn, Education Scotland)

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"Child Poverty: Aspiring to Survive" by Morag Treanor

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"Child Poverty: Aspiring to Survive" by Morag Treanor

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This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady.(Stephanie Peat, Education Scotland)

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@fvwlriclit @Helen_Fairlie @OfficialLeeDunn Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady.

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@fvwlriclit @Helen_Fairlie @OfficialLeeDunn Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady. https://t.co/pq9gSmNOaJ

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Today we invite @Stephanie_Peat @Helen_Fairlie @OfficialLeeDunn to share their "closing the gap" professional reading recommendations. #buildingareadingculture https://t.co/eDQ7vIYX6S

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Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady. pic.twitter.com/pq9gSmNOaJ
— Stephanie Peat (@Stephanie_Peat) May 20, 2020

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@fvwlriclit @Helen_Fairlie @OfficialLeeDunn Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady. https://t.co/pq9gSmNOaJ

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
Today we invite @Stephanie_Peat @Helen_Fairlie @OfficialLeeDunn to share their "closing the gap" professional reading recommendations. #buildingareadingculture https://t.co/eDQ7vIYX6S

# data[].attributes.attachment_link.metadata.attachment_props.original_text
@fvwlriclit @Helen_Fairlie @OfficialLeeDunn Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady. https://t.co/pq9gSmNOaJ

# data[].attributes.attachment_link.metadata.attachment_props.text
@fvwlriclit @Helen_Fairlie @OfficialLeeDunn Thanks for thinking of me! 🙂 This would be my recommendation. I’ve had the pleasure of listening to one of Morag’s keynotes and she is a very inspiring lady.

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
Today we invite @Stephanie_Peat @Helen_Fairlie @OfficialLeeDunn to share their "closing the gap" professional reading recommendations. #buildingareadingculture https://t.co/eDQ7vIYX6S

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There are so many worth sharing! This explores challenges common to us all, focusing on autonomy, intelligent accountability re what works best and impact on the needs of individual learners. (Lindsey Duncan , FVWL RIC)

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"Children, Literacy and Ethnicity: Reading Identities in the Primary School" by Lexie Scherer

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"Children, Literacy and Ethnicity: Reading Identities in the Primary School" by Lexie Scherer

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(Recommended by Pauline Bird, WL)

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Mainstream narratives suggest Black and African Caribbean children, white working class children, and boys, are 'failing' to learn to read. This book investigates intersections between race, class and gender in the picture of the 'poor reader', starting with young children's voices.

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"How Young People's Participation in School Supports Achievement & Attainment"

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"How Young People's Participation in School Supports Achievement & Attainment"

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"...schools can and should robustly and confidently integrate rights-based practice across the curriculum and the life of the school as part of a raising attainment and achievement agenda."
(Recommended by Yvonne McBlain, Education Support Officer, Falkirk)

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"Closing the Reading Gap" by Alex Quigley

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"Closing the Reading Gap" by Alex Quigley

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An independent social change organisation working to solve UK poverty. Through research, policy, collaboration and practical solutions, JRF aims to inspire action and change that will create a prosperous UK without poverty.

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Link to source: Scottish Government

For pupils aged 5, increasing deprivation was strongly associated with lower attainment, with gaps of 16 percentage points and 13 percentage points between children from the least, and the most, deprived areas for reading and numeracy respectively.

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Link to source: Scottish Government For pupils aged 5, increasing deprivation was strongly associated with lower attainment, with gaps of 16 percentage points and 13 percentage points between children from the least, and the most, deprived areas for reading and numeracy respectively.

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The Education Endowment Foundation WEBSITE

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The Education Endowment Foundation WEBSITE

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EEF is an independent charity established in 2011 to improve the educational attainment of the least affluent pupils. It provides evidence-based resources designed to improve practice and boost learning.

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Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students.

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Founded in 1965, the CPAG uses understanding of what causes poverty to campaign for policies that will prevent and solve it.

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The Education Endowment Foundation WEBSITE

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The Education Endowment Foundation WEBSITE

# data[].attributes.body
EEF is an independent charity established in 2011 to improve the educational attainment of the least affluent pupils. It provides evidence-based resources designed to improve practice and boost learning.

# data[].attributes.attachment_link.description
Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students.