What is this research about?

Our recent research on pupil engagement among low-income White children, carried out by Professor John Jerrim from the UCL Institute of Education and Research Director at TEP and ImpactEd Group, tracked over 70,000 pupils across more than 100 secondary schools using The Engagement Platform (TEP).

The study highlights how school engagement data can reveal patterns that attainment and attendance alone do not capture. These insights don’t provide ready-made solutions, but they surface issues that deserve attention – helping schools reflect on how different groups of pupils experience school.

What did the research find?

The research found clear differences in how low-income White pupils engage with school:

• Already behind by Year 7: Unlike other demographic groups, low-income White pupils arrive at secondary school already less engaged. Engagement then continues to drop during Year 7.

• Lowest enjoyment of school: On average, these pupils scored just 2.6 out of 10 for enjoyment, compared with 3.7 for disadvantaged Asian pupils and 3.4 for disadvantaged Black pupils.

• Effort gap: Only half of low-income White pupils reported working hard at school, compared with around 70% of disadvantaged South Asian pupils.

How do boys and girls differ in engagement?

Looking deeper, the data shows that the drivers of engagement are not the same across all groups:

• Girls more often reported challenges with peer relationships and enjoyment of school.

• Boys were more likely to struggle with valuing school and putting in effort.

This level of detail matters because it helps schools understand not just that disengagement exists, but why it may be happening differently across groups.  

Why is pupil engagement important for schools?

At TEP, our role is to make this type of evidence both visible and practical. By treating pupil engagement as a lead indicator, schools and trusts can:

• Notice strengths and celebrate what is working.

• Identify areas where pupils feel less connected.

• Use insights to guide constructive reflection and improvement.

Engagement research doesn’t prescribe solutions. Instead, it shines a light on where to look and listen – helping leaders can act with focus and purpose.

Putting data into practice

While the national data is important and interesting, it’s most powerful in the hands of leaders, giving them map to support the direction over the course of a year or strategy.  

“It was clear our low-income White pupils were struggling with motivation from the very start of secondary school. Tracking engagement gave us the evidence to have the right conversations and focus our support where it mattered most. We are encouraged to see benchmark-beating practice in our schools and are focused on continuing this throughout the academic year.” Bohunt Trust

As the national cohort grows, we’ll be diving in to find bright spots in the national picture and sharing benchmark beating practice with the TEP community of schools.  

Building the evidence base

Working with Professor John Jerrim and colleagues at UCL ensures this work is rigorous. Together, we are building an evidence base that goes beyond attainment and attendance – ensuring pupil engagement data is considered as an essential part of understanding outcomes and improving school life for every child.

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