New research has revealed a growing academic divide between the UK’s poorest children and their peers, with those from low-income households significantly more likely to miss school and fall behind in their learning.
The Education Policy Institute (EPI) shared findings with the BBC showing that by the age of 16, students from the most disadvantaged families are now as much as 19 months behind their classmates in terms of educational progress. This widening gap, exacerbated by the effects of the Covid-19 pandemic, has raised serious concerns among educators and policymakers.
Education Secretary Bridget Phillipson told BBC Panorama that Covid lockdowns have had a “serious and profound” impact on school attendance, with long-term implications for children’s futures. “The shadow cast by lockdown still lingers, especially for our youngest learners,” she said.
Attendance Down, Inequality Up
Before the pandemic, the achievement gap between disadvantaged students and others had been gradually closing due to concerted efforts by schools and government initiatives. But the new data shows a reversal of that trend.
Persistent absence from school has climbed sharply, with 15% of primary school children in England missing at least 10% of classes this academic year. That figure stood at just 8% before Covid hit.
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The EPI report highlights a strong link between attendance and learning outcomes. If all students attended school at the same rate, the current 19-month learning gap could potentially be reduced to 15 months, researchers say.
Natalie Perera, chief executive of the EPI, described the findings as a breakthrough in understanding the true impact of school attendance on learning loss. Her team analyzed data from children who had received free school meals at any point over the past six years—typically those from families earning under £7,400 annually, excluding benefits.
More research is needed to understand the root causes of absenteeism among these children, Perera added. Housing instability, mental health struggles, and other socio-economic pressures are likely contributing factors.
Lingering Effects of Lockdowns on Young Children
Five years after the UK’s first lockdown, educators are still grappling with the effects on young children’s development. School closures, limited access to playgroups, and suspended in-person health visits during the pandemic left many babies and toddlers isolated during critical developmental periods.
Teachers and parents now report that some children entering or progressing through primary school show delays in language, emotional development, and social interaction.
At Queen’s Drive Primary School in Preston, teaching assistant Sarah Barraclough works with four- and five-year-olds as part of the Nuffield Early Language Intervention (NELI) program. She says Covid has had a “huge impact” on language skills.
“Children who can’t express themselves often become withdrawn,” she explained. “If they can’t communicate, they struggle to make friends or join in games, and that leads to isolation.”
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One such pupil is four-year-old Emaan, who was born during the first UK lockdown. His parents say he had far fewer social interactions compared to his older brother and now tends to be more clingy and reserved. Thanks to the NELI programme, Emaan is receiving extra help to build his vocabulary and confidence.
What’s Next?
Although the NELI program is funded until the end of this school year in England, its future remains uncertain, with no guarantees of continued support.
The government has set a target for 75% of children in England to reach a “good level of development” by the end of Reception year by 2028—up from the current 68%. But reaching that goal will require sustained investment and support, especially for the most vulnerable.
Education Secretary Bridget Phillipson acknowledged that the cultural shifts around attendance caused by the pandemic may be among the toughest challenges to overcome. “We need to ensure the youngest in our schools receive the support they need to not just catch up—but to truly thrive,” she said.
