SECONDARY NEWS
Top-performing disadvantaged pupils fall behind by GCSEs, study finds
High-achieving disadvantaged pupils are significantly less likely to secure top GCSE grades than their better-off peers – despite starting secondary school at a similar academic level, new research shows. Just 40% of disadvantaged pupils identified as high-achieving at age 11 go on to achieve top GCSE grades, compared with 62% of more affluent students.
The study, led by Professor John Jerrim and Dr Maria Palma Carvajal at UCL Institute of Education and funded by the Nuffield Foundation, found that this gap begins to open up early in secondary school – between ages 11 and 14.
By GCSE, the divide is stark. High-achieving disadvantaged pupils are 26 percentage points less likely to achieve an A or A* in maths, and 21 points less likely in English, than their wealthier peers. The gap continues post-16: in maths, just 9% go on to achieve at least a B at A-level. Researchers found the roots of this drop-off go beyond attainment alone. Differences in attitudes, wellbeing and engagement emerge early – and widen quickly.
From as young as seven, high-achieving disadvantaged pupils are more likely to question the value of school and hard work. By age 14, they are 11 percentage points less likely to say working hard is “very important”.
They also report lower levels of happiness, self-esteem and emotional wellbeing by their mid-teens, alongside higher rates of absence and
exclusion.
The report also raises concerns about how high-achieving disadvantaged pupils are identified and supported. Analysis found that the gifted and talented programme introduced under New Labour in 2006 disproportionately favoured more advantaged pupils, who were six percentage points more likely to be selected – even when prior attainment was taken into account. The scheme was scrapped in 2010.
Researchers argue that more consistent tracking of high-achieving disadvantaged pupils is needed – particularly at key transition points like ages 11 and 14.
Better monitoring would allow schools to act quickly when pupils begin to disengage or fall behind, the report says. There are also calls for schools to prioritise engagement and enrichment opportunities during early secondary years, alongside renewed government investment in evaluating what works. A more inclusive and better-targeted version of the gifted and talented programme should also be considered.
Professor Jerrim said: “These pupils show clear academic promise early on, but that advantage fades over time. The gaps that emerge during secondary school highlight a crucial point – ability alone is not enough to overcome the effects of socio-economic disadvantage.”
Secondary schools face growing placement crisis as ITT providers highlight mentor capacity pressures
Initial Teacher Training (ITT) providers are increasingly struggling to secure placements for trainees in secondary schools, with the latest NASBTT ITT Insights Survey revealing this phase as the most affected by current shortages.
Over half (57%) of providers reported that securing placements has become “worse” compared with previous years, with secondary schools identified as the most difficult phase. Respondents highlighted particular challenges in subjects including Modern Foreign Languages, Art & Design, Design & Technology, Computing, Science, Mathematics, Business, PE and Performing Arts.
Providers point to a combination of factors driving these shortages in secondary settings, including small department sizes, limited mentor availability, high demand in bursary subjects, and regional competition. Additional pressures such as Key Stage 4 and 5 constraints, post-16 timetabling, and less commonly taught languages further restrict placement opportunities.
Alongside placement challenges, mentor capacity remains a critical issue across the system. Over two thirds (68%) of ITT providers said mentors only have sufficient time to fulfil their responsibilities “to a limited extent” or “to a very limited extent.” Nearly half (48%) described their mentor capacity as “just sufficient but stretched,” with workload, staffing shortages and competing school priorities cited as the main barriers. Despite these pressures, 75% of respondents reported “sufficient” or better mentor availability overall, and 83% expressed confidence that mentors are adequately prepared for their role. However, the findings suggest that the key constraint is no longer mentor quality, but the time and capacity available to support trainees effectively.
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“Mentoring is a cornerstone of effective teacher training,” said NASBTT CEO Emma Hollis. “If we are serious about ensuring every trainee receives high-quality support, we need to encourage schools to prioritise release time and support for mentors where possible – particularly in secondary schools, where placement pressures are most acute.” To address the placement crisis, providers have called for targeted support, including financial incentives or grants for schools hosting trainees, alongside additional funding for mentor time and training. The survey also highlights wider financial strain across the ITT sector. A significant majority (83%) of providers reported being under financial pressure, with 66% not confident in their ability to absorb a major financial shock. Recruitment levels, funding rates, and staffing costs were identified as the main challenges.
While the recent NFER School Teacher Labour Market in England Annual Report shows increased recruitment into ITT in 2025/26, providers warn that financial instability could have wider consequences. Some are already reducing staffing, moving provision online, or closing low- recruitment subjects – changes that may limit the breadth and quality of training available.
In response, many providers are diversifying their offer, expanding into areas such as NPQs, apprenticeships and wider CPD to stabilise income. However, there are continued calls for more consistent and sufficient government funding, including per-trainee grants, support for mentor roles, and funding that reflects rising delivery costs.
Overall, the survey paints a clear picture: while mentor capacity remains a system-wide challenge, it is secondary school placements that are now the most pressing bottleneck in training the next generation of teachers.
April 2026
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