An independent inquiry has concluded that England's education system is failing white working-class children, necessitating "once-in-a-generation" reforms. The year-long review, commissioned by Star Academies and supported by the Department for Education, found that this demographic represents the lowest-performing large group in schools across England.

The inquiry was established to investigate the persistent underperformance of white working-class pupils, a group comprising 1.25 million young people in England who are white British and eligible for free school meals. The findings highlight a growing disillusionment among these families, who increasingly believe the current education system does not guarantee future success.

Baroness Estelle Morris, co-chair of the inquiry and former Labour Education Secretary, stated that schools alone cannot bear the responsibility and that the issue is not a lack of aspiration or effort from the students. Education Secretary Bridget Phillipson acknowledged that "generations had been robbed of opportunity," adding that the affected communities are her communities and that the country has failed to give back what they have contributed.

The inquiry's implications are far-reaching, suggesting a fundamental re-evaluation of educational priorities. It calls for a significant shift from an overemphasis on academic progression to higher education, towards a system that better values vocational routes and provides more high-quality local apprenticeships, reflecting the preferences of many families.

Data analyzed during the review, which included input from thousands of young people, parents, and hundreds of teachers, indicated that initiatives over the past three decades have not sustainably improved the performance of white working-class children. Baroness Morris noted a disconnect between the career aspirations of students and parents and the offerings of their schools, suggesting a need for better alignment.

Among the 24 recommendations are measures such as free local public transport for all young people up to age 21 to improve access to education and work, extending free childcare to all disadvantaged families, making reading fluency a national priority for these pupils, and a substantial expansion of apprenticeships.

The inquiry identified the transition to secondary education as a critical juncture where students can begin to disengage. Stephen, a 16-year-old who left school at 13 and spent three years out of education, shared his experience. He believes a more vocational approach in schools, focusing on practical skills, could have kept him engaged and provided him with useful competencies.

These findings and recommendations are expected to spark significant debate and potentially drive policy changes aimed at addressing the educational disparities faced by white working-class children, a challenge that has persisted for decades without a definitive solution.