Disadvantage and Poverty (DP)
Our focus is to examine how educational policy and practice, in the context of wider challenges of poverty, can become more equitable for those educationally disadvantaged.
Our research incorporates this focus by responding to three questions.
- Who is disadvantaged in education systems, and in what ways?
- Why and how does educational disadvantage arise and how is poverty implicated?
- What can be done to overcome educational disadvantage?
Our research
Projects
- Children’s zones and zone-like approaches
- European toolkit for schools: Strategies to prevent early school leaving
- Greater Manchester Education and Employability Board
- Local matters: Developing equitable pedagogies and practices in schools in high-poverty contexts
- Oldham opportunity area: Research into practice
- Post-16 educational transitions: Choice and progression in the transition from secondary education
- Redefining education for a social solidarity urban economy
- Social policies and distributional outcomes in a changing Britain
- Students who do not achieve a grade C or above in English and Maths
- Tackling educational disadvantage through an innovative cradle-to-career school design
- The Literacy Policy Project
- Using theory of change to support teacher-led innovation
Our people
Academic staff
- Mel Ainscow
- Louisa Dawes
- Thomas Donnai
- Carl Emery
- Claire Forbes
- Lise Hopwood
- Mark Innes
- Kirstin Kerr
- Ruth Lupton
- Carlo Raffo
- Deborah Ralls
PhD students
- Pauline Brown
- Louisa Dawes
- Anna Fitzgibbon
- Laura Goodfellow
- Rebecca Grant
- Jonathan Herbert
- Victoria Hirst
- Emilia Howker
- Elizabeth Mason-Hale
- Jonathan Tolan