Clare, Isobel, Swain, Spencer ORCID: https://orcid.org/0000-0002-2191-0041, Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150, Gillet, Adam, Lightfoot, Rob, Lowe, Hilary, Haines Lyon, Charlotte ORCID: https://orcid.org/0000-0001-8341-744X, McCarthy, Ann, Walker, Emma ORCID: https://orcid.org/0000-0002-4494-8093 and Wheatley, Rebecca (2025) In their own words: removing barriers for ‘more able’ disadvantaged students in secondary schools - Scoping Review. Project Report. York St John University.

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Abstract

This scoping review highlights the need for change in addressing the systemic barriers faced by learners from disadvantaged backgrounds who demonstrate high potential in secondary education. By examining the support and identification of ‘more able’, disadvantaged students in secondary education, this report highlights the multifaceted
challenges they face and the implications for educational practice and policy. The review synthesises existing materials to provide insights into the experiences of these students, emphasising the importance of understanding their unique needs and perspectives. Our research questions for the review were: 1. What does the literature tell us about the evolution of language and research related to ‘more able’ and ‘disadvantaged’ secondary school-aged students in the education systems in England and Wales over the last decade? 2. How do ‘more able’ disadvantaged students in
secondary schools experience and perceive the barriers to their academic success? Key findings indicate that ‘more able’ disadvantaged students often encounter barriers that hinder their academic success, including limited access to
enrichment opportunities, teacher perspectives, and a lack of tailored support systems. The review underscores the necessity of prioritising student voices in the educational process, as their input can inform interventions and foster greater engagement in learning. Education ought to be driven by the needs and potential of learners, not constrained by labels that often fail to capture the full scope of their abilities. While terminology like ‘more able’ is familiar to NACE member schools, its national usage is inconsistent and is sometimes used similarly to historic terms such as ‘gifted and talented’ which are often tied to
prior attainment measures rather than recognising learners’ full potential. This approach focuses too heavily on static labels, neglecting the need for teaching that fosters individualised educational journeys. It is critical to shift away from restrictive definitions of these terms and adopt a lexicon that empowers educators to create tailored, learner
focused pathways that reflect the unique strengths and challenges of each student. This report advocates for a reimagined educational landscape where the emphasis is on the learner, not the label.

Item Type:	Monograph (Project Report)
Status:	Published
Subjects:	H Social Sciences > HM Sociology L Education > L Education (General) L Education > LB Theory and practice of education
School/Department:	School of Education, Language and Psychology
Institutes:	Institute for Social Justice
URI:	https://ray.yorksj.ac.uk/id/eprint/11951

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