A spotlight on disadvantage

A standout observation is the persistent underrepresentation of disadvantaged children and young people in curriculum materials. The report highlights that fewer than one in five (19%) teachers feel disadvantaged pupils are “very represented” in what is taught – this is despite almost a third of children living in poverty. 

The disconnect for these children has real-world implications, with children less likely to perceive themselves and their ability positively, potentially leading to lower attainment and ultimately less opportunity. There is a very real risk that without representation, children and young people from disadvantaged backgrounds limit their aspirations, reducing social mobility and propagating the disadvantage gap.

At Magic Breakfast, we often see the tangible effects of inequality: children from low-income households are more likely to struggle with academic performance, face stigma, and experience exclusion. Poverty is linked to higher food insecurity, reduced educational attainment, and poorer health and nutrition; all of which have been compounded by the lingering effects of the COVID pandemic and the ongoing cost of living crisis since Pearson’s report was published.

While Magic Breakfast and others work to ensure no child starts the day too hungry to learn, it’s important that the curriculum resources used in schools represent all children and young people to support educational and social development.

Reflections on Change and Progress

It’s encouraging to see initiatives such as the NEU’s approach to building a sense of belonging in schools, enabling educators to reevaluate the diversity of their curricula and school culture, providing a vital first step in challenging the systemic inequities that can persist in education. However, there is clearly much more work to be done to integrate diverse perspectives - not as ‘add-ons’ but as fundamental elements of teaching and learning.

Another critical takeaway is the importance of building whole-school approaches to inclusion. When staff feel personally reflected in the curriculum, they are more likely to describe their schools as happy and healthy.

For Magic Breakfast, this reinforces the value of community-wide support. An inclusive breakfast programme is not just about food; it’s about creating a safe, inclusive and stigma-free space where every child, regardless of background, starts their day on an equal footing.

Five years on

Looking ahead to the upcoming Pearson report, I envision a more equitable and inclusive landscape in the next iteration of this report. Specifically:

1. Greater Representation in Curriculum Content

I would like to see children from all backgrounds better represented in school materials. True representation would mean not only featuring diverse figures but embedding their stories and contributions into teaching and learning.

2. Enhanced Support for Whole-School Inclusion

Inclusion should move beyond the classroom. Programmes addressing child hunger, mental and physical health, and emotional wellbeing must become standard practice. Schools should be offered the resources and training to holistically support the most vulnerable pupils.

3. A Focus on the Impact of Economic Disparities

In 2024, hunger and poverty remain barriers to equality in education. In the upcoming Pearson report, I’d like to explore the extent to which educators feel able to discuss and address economic disparities in their schools and understand whether there has been progress in these past five years.

4. Amplified Student Voice

Children should have a say in shaping their curriculum. Efforts to engage them – perhaps via surveys, focus groups, or school councils – will help ensure that schools truly reflect the diversity of their communities.

At Magic Breakfast, we know that inclusion begins with equity. Providing every child with the fuel they need to learn is foundational to their sense of belonging and potential. Pearson’s report provided a valuable call to action, and we look forward to the upcoming report in the hope that progress has been made to ensure diversity in schools is not just celebrated or delivered as an ‘add-on’, but actively lived.