The geographical spread of educational disadvantage has gone from a topic for nerdy blogs to an issue of world-changing importance. Donald Trump is president-elect of the US because of towns full of white voters with low levels of formal education and a lack of employment opportunities. The UK is leaving the EU because of similar communities feeling left behind.
Understanding exactly what’s driving these voters towards populist causes would require an essay much longer than this column. But it is well established that there is a strong relationship between an area’s educational outcomes and its economic success, which, in turn, is likely to drive voter behaviour.
It’s both unsurprising and welcome, then, that governments are looking to education, as well as quicker economic stimuli, as a way of bridging the growing and damaging divide. In England, we’ve seen the introduction of six “opportunity areas” (where pupil progress is below the expected level), five of which voted for Brexit. Four additional areas are expected to be announced shortly.
The government has committed to a reasonable chunk of funding to support these areas. But if we’ve learned anything from similar initiatives in the past, it’s that neither money alone nor “soft collaboration” (lots of meetings) will be enough to make a significant difference.
Leadership and resourcing
To have a chance of real success, these areas need clear leadership. One body, agency or individual has to be given the levers and accountability to lead. The London Challenge is the best example we have of coordinated local change. While it has been somewhat mythologised as the friendly, collaborative version of school improvement - in contrast to nasty academy conversions and floor targets - it was, in reality, pretty tough. Data-driven sanctions were used more intelligently than in our current system, but they were used.
In large parts of the country, social work and child mental health support are struggling badly. Schools can’t turn things around by themselves
We also need to find a way to link schools properly with other agencies. This is partly about leadership, and it’s also about resourcing. More money for schools is vital but they also need the agencies they rely on to be properly funded. In large parts of the country, social work and child mental health support are struggling badly. Schools can’t turn things around by themselves.
Finally, we need to look beyond an immediate boost in attainment to the opportunities for young people after school. As one MP put it recently, social mobility can’t mean a one-way ticket to London or the vicious cycle we’re in will only get worse. Universities need to be encouraged to work outside their campuses and businesses incentivised to set up in opportunity areas.
We’ve talked about geographical inequality long enough. We’ve seen the damage it can do - now it’s time to work together to fix the problem.
Sam Freedman is executive director of programmes at Teach First and a former government policy adviser
