Based on the latest data, 4.5 million children are living in poverty in the UK – that’s every 9 pupils in an average classroom of 30 (CPAG, Child poverty facts and figures 2024). Many Leicestershire children face additional barriers to their participation in learning which compromise their safety and wellbeing. These are typically due to factors outside of school such as being exposed to domestic abuse, being a young carer, having a family member in prison, or committing a crime. Those with Adverse Childhood Experiences, from deprived backgrounds, in receipt of Pupil Premium Funding, and with special educational needs are particularly at risk. These children are also disproportionately more likely to be excluded or suspended, with negative implications for their short-term academic achievement and long-term life chances.
This project seeks to understand the causes behind poor educational outcomes, examine local risk factors, and explore new methodologies and practical strategies to improve the educational and social outcomes of vulnerable children. For example, where schools and trusts embed a culture of community and belonging as appropriate for all pupils’ needs - becoming inclusive by design - children report feeling ‘seen, understood and safe’. Inclusivity is an important starting point for supporting regular attendance, and provides an education that nurtures ambition, promotes high standards and the fulfilment of potential for all pupils.
A challenge for this PhD is how to ensure that lived experiences are represented in local understandings of educational and wider social and community support needs. Furthermore, focus will be placed on understanding how school and trust leaders and communities can all benefit from the data-informed solutions to maximise available resources and increase efficiencies for developing local intelligence. This is an opportunity to influence both practice and policy, as the research will inform the co-creation of a sustainable funding plan which would prevent unmet needs from escalating and would support children to achieve their goals and thrive alongside their peers.
The successful candidate will develop distinctive knowledge and expertise in a local context, with the potential to empower local trusts, schools and communities to develop evidence-informed responses that combine lived experiences with best practice data analytics. This will in turn support the wider aim of fostering resilience, strong partnerships and positive attitudes which get to the heart of the challenges and build provision around the current and future needs of every child in every Leicestershire community.
Project Aims:
The aims of this study are:
- To critically address local risk factors of poor educational outcomes.
- To explore new methodologies and innovative practice strategies to improve the educational and social outcomes of vulnerable children.
- To consider how approaches to supporting regular attendance can be tailored to the local community and vulnerable families, leading to fulfilment of all pupils’ potential.
- To contribute to the effective implementation of programmes to advance the well-being of local children.
- To ensure that lived experiences are represented in local understandings of educational and wider social and community support needs
Estimated thesis submission: