Alun Francis, the chair of the UK’s Social Mobility Commission, has ignited controversy after making blunt remarks about the responsibilities schools take on to support disadvantaged pupils, and his concerns over what he sees as an excessive focus on inclusion and mental health in education.
In a recent interview with FE Week, Francis criticized school leaders who openly discuss the burden of providing essentials like food and clean clothes to their students. “When schools talk about washing uniforms and feeding children, I just think—keep it to yourself,” he said. “These things have always been done quietly when necessary. It’s not a reason for poor academic performance.”
Francis, who also serves as CEO of Blackpool and The Fylde College, took over the role from former chair Katherine Birbalsingh, who resigned in 2023 amid controversy over her outspoken views. Though Francis has been more reserved in the role until now, his latest comments have stirred strong reactions from educators and advocacy groups alike.
Also Read – Major Expansion: 500,000 More Children to Receive Free School Meals
He argued that education should focus on teaching rather than becoming a substitute for social care. “Too much of the system is drifting into becoming a therapy centre,” he stated. “Learning itself is the most powerful form of therapy we can offer.”
Francis also expressed unease about Ofsted’s growing emphasis on inclusion, suggesting it could compromise the learning environment. While he sits on Ofsted’s inclusion advisory group, he voiced concern that this direction could force schools to make unrealistic accommodations for all students. “What about the student who’s there to learn and is constantly distracted by disruptive classmates?” he asked. “That kind of environment isn’t inclusive for them.”
The inclusion debate, he added, has been clouded by “questionable theories,” such as trauma-informed teaching practices. Francis claimed such approaches are gaining traction in further education (FE) institutions without solid evidence to support their effectiveness.
He further criticized the rise of so-called behaviour and mental health “gurus,” describing many of the services marketed to schools as “snake oil” that preys on concerns about students’ well-being. He noted an increase in messaging from self-styled experts promising quick fixes for discipline and emotional challenges in schools.
Francis also warned of a trend he described as “learned helplessness” among students, particularly those who fail key exams and come to believe they are inherently incapable in subjects like maths and English.
Challenging common narratives around disadvantage, Francis claimed that discussions around poverty often focus on a narrow group—what he termed the “polite poor” who are likely to succeed anyway. He urged educators and policymakers not to generalize or stereotype working-class or middle-class children, calling such assumptions “insulting caricatures.”
Additionally, Francis supported government plans to reform disability benefit programs like Personal Independence Payment (PIP), saying the current system sometimes incentivizes people to seek medical labels. He also linked the rise in special educational needs diagnoses to parents seeking justifications for behavioural issues.
Also Read – New Study Finds : UK Kids Enjoy Reading Less Than Ever
He emphasized that tackling disadvantage is not solely about money but also about improving skills and ensuring families receive adequate support. “We can’t solve these issues just by throwing cash at them,” he said. “We need to look deeper at behaviour, family structure, and the support systems around children.”
Francis’s comments have prompted sharp responses from educators and child advocacy groups, many of whom argue that schools often provide basic support out of necessity in communities where families are struggling. Still, Francis stands by his view that the core mission of education must remain focused on learning and aspiration.
