Best Practice

Inclusive and adaptive teaching: Identifying and addressing barriers to learning

Narrowing the Gap Vulnerable children Inclusion
As teachers, how can we foster inclusion in our classrooms? Continuing his 5-part series on adaptive teaching approaches, in part two Matt Bromley looks at common learning gaps and barriers to learning – and what we might be able to do about them
Mind the gap: Teachers encounter a range of attainment gaps in their classrooms – from SEND to gender, from ethnicity to poverty - Adobe Stock

To achieve inclusion in the classroom, we must first understand who is excluded and does not feel they belong. As such, let’s consider some of the causes of the most stubborn and long-standing attainment gaps and consider ways of narrowing those gaps.

 

A SecEd Series: Inclusive and adaptive lesson planning, teaching and assessment

    1. Inclusive and adaptive lesson planning, teaching and assessment: Principles of best practice: Published March 5
    2. Identifying and addressing the barriers to learning that some students face: Published March 10.
    3. What does inclusive curriculum and lesson planning look like? Adaptive lessons to meet students’ needs. Published March 19.
    4. What does inclusive teaching look like? Utilising adaptive and responsive teaching strategies.  Published March 26.
    5. What does inclusive and adaptive assessment look like? Ideas for the classroom. Published April 2.

 

1, The gender gap

While the nature and scale of the gender gap vary by context, the general trend is that girls outperform boys in GCSEs and A levels. This disparity is particularly stark in subjects like English. Several factors contribute to this:

  • Cultural expectations and stereotypes: Boys and girls are often subject to different societal or family pressures. For example, boys may feel discouraged from engaging in activities seen as traditionally feminine, such as reading for pleasure, which is crucial for literacy development. Conversely, girls are often socialised to adopt behaviours that align well with the structure of formal education, such as organisation and attention to detail (Scholes, 2018; Chang & Rawian, 2025).
  • Engagement and motivation: Boys are less likely to find classroom learning engaging. This may be due to teaching methods that favour quiet, collaborative work, which aligns better with the behaviours often encouraged in girls (Pyne, 2020).
  • Curriculum and assessment: The UK education system relies heavily on written, often essay-based, assessments – areas where girls traditionally excel. Boys, who may perform better in high-pressure, time-constrained tasks, could be disadvantaged by this.
  • Role models: The shortage of male teachers in primary education means young boys might not see positive academic role models who reflect their own identity. This absence can reinforce the stereotype that learning isn’t for them.
  • Behaviour and discipline: Boys are more likely to be excluded from school and to have behavioural issues that interfere with learning. Disruption in the classroom can hinder their progress compared to their female peers.

Addressing the gender attainment gap therefore requires a multi-faceted approach. I suggest the following:

  • Diversify teaching methods: For instance, incorporating more hands-on, practical activities and competitive elements can help engage boys.
  • Promote literacy for boys: …and encourage reading through the use of topics and materials that interest boys.
  • Challenge gender stereotypes: …and actively work to break down ingrained perceptions that discourage boys from engaging in academic pursuits. Initiatives such as highlighting successful male authors or scientists can help change perceptions.
  • Ensure there are more male role models in education: Recruiting more male teachers and mentors could have a positive impact. Role models help boys see that learning is valuable and achievable for them too.
  • Provide behaviour support programme: Tailored interventions can help reduce classroom disruption and exclusion rates among boys. Early identification of those at risk and providing targeted support can keep boys engaged with their education.
  • Rethink assessments: …and ensure a greater balance is struck between class work – in its many forms – and exams which could help level the playing field. A more diversified approach to assessment would cater to different strengths across genders.

 

2, The ethnicity gap

A cursory glance at official Department for Education figures on attainment at key stage 4 will show that while some ethnic groups perform above the national average, others consistently achieve lower grades.

Tackling the gap requires a continued focus on poverty and intersectional factors, recognising that socio-economic disadvantage exacerbates ethnic disparities. It requires a challenge to the systemic biases that lead to lower expectations for certain groups. And it requires tailored interventions to address the specific barriers faced by underperforming groups, such as improved attendance support for Gypsy/Roma learners and mentoring for black Caribbean learners.

In terms of intersectional factors, we need to acknowledge that the ethnicity gap is the result of complex, overlapping factors which include:

  • Socio-economic disadvantage: Learners from ethnic minority groups are more likely to experience poverty (JRF, 2023; Runnymede, 2022), which can limit access to resources like private tuition, technology, or quiet spaces for study. Schools in disadvantaged areas often have fewer resources and higher teacher turnover, affecting the quality of education.
  • Language barriers: Learners from families where English is not the first language may face challenges in literacy-based subjects, particularly in the early years of education.
  • Systemic bias and low expectations: Stereotypes and unconscious bias can result in teachers holding lower expectations for learners from certain ethnic backgrounds. This can affect how they are taught, disciplined, and assessed. Exclusion rates are higher for black Caribbean learners, with many excluded for behaviour rather than supported with early interventions (Stewart-Hall et al, 2023).
  • Lack of representation: A lack of diverse role models in the curriculum and teaching workforce can make it harder for learners from minority backgrounds to feel a sense of belonging and aspiration. For example, a curriculum that centres on Western perspectives may fail to engage learners from non-Western backgrounds.
  • Parental engagement: Cultural and linguistic differences can affect how families engage with the education system. Some parents may feel unable to navigate it effectively, particularly if they face language barriers or are unfamiliar with the structure.
  • Peer dynamics: Learners from minority groups may face bullying or discrimination (Xu et al, 2020), leading to disengagement and lower self-esteem, which directly impact academic performance.

Because of this complexity, attempts to close the ethnicity gap will require system-wide efforts, addressing the root causes and tailoring interventions to meet the needs of different groups. These efforts might include:

  • Targeted support for disadvantaged learners: We need to use the Pupil Premium effectively to provide additional resources, such as one-to-one tuition, mentoring, and access to extra-curricular activities. Early intervention programmes, particularly in literacy and numeracy, can also help learners from non-English-speaking backgrounds.
  • Anti-bias training for teachers: Regular training on unconscious bias can help teachers to set high expectations for all learners and to use fair and equitable classroom practices. We should also monitor exclusion rates and ensure behaviour policies are applied consistently across all groups.
  • Culturally inclusive curriculum: We need to diversify the curriculum to reflect the contributions and histories of all ethnic groups. This not only boosts engagement but also helps foster a sense of belonging. We might also encourage open discussions about race and identity to create a more inclusive school culture.
  • Improving representation in the workforce: We should make efforts to recruit and retain more teachers from ethnic minority backgrounds to provide diverse role models. We also need to support aspiring leaders from under-represented groups.
  • Parental engagement programmes: We need to work with families to build stronger home-school links. This might include offering workshops for parents on how to support their children’s learning or providing interpreters for non-English-speaking families. We can also work with community leaders to build trust and encourage participation.
  • Challenging stereotypes: We should actively challenge negative stereotypes through assemblies, workshops, and lessons. We can celebrate diversity by marking events like Black History Month or International Mother Language Day.

 

3, The SEND gap

The SEND gap is a persistent challenge in education and highlights inequalities in support, resources, and opportunities for SEND learners.

One of the complications is that the SEND gap – like the ethnicity gap – is influenced by a range of inter-related factors, including systemic challenges, resource constraints, and attitudinal barriers, such as:

  • Delayed identification and support: Many SEND learners are not identified early enough, leading to delays in providing the tailored support they need. Even when SEND is identified, bureaucratic delays in securing Education, Health and Care Plans (EHCPs) can result in learners missing critical interventions during key parts of their learning journeys.
  • Inadequate resources: Schools often struggle to provide high-quality support due to limited funding, staffing shortages, and inadequate staff training. Specialist services such as speech and language therapy or educational psychology are often oversubscribed, leading to long waiting times.
  • Mainstream inclusion challenges: While the principle of inclusion is widely supported, many mainstream schools lack the expertise or resources to effectively meet the needs of SEND learners. SEND learners in mainstream settings may face bullying, isolation or teaching that is not suitably adapted to their needs.
  • Exclusion rates: Learners with SEND are disproportionately represented in school exclusions data. In 2021, they accounted for 42% of permanent exclusions, often for behaviours linked to their unmet needs (DfE, 2023). Exclusions, naturally, disrupt learning and exacerbate attainment gaps.
  • Low expectations and bias: Some educators may hold unconscious biases about the abilities and capabilities of SEND learners, leading to lower expectations and limited access to challenging work. SEND learners may also internalise these low expectations, reducing their confidence and ambition.
  • Transitions and continuity: Transitions between school phases, or from school to further education or employment, are particularly challenging for SEND learners, leading to gaps in support and reduced attainment.

Closing the SEND gap therefore requires systemic change, increased investment, and cultural shifts within schools. This might include:

  • Early identification and intervention: Train teachers to recognise early signs of SEND and implement classroom-based interventions while awaiting formal assessments. Invest in screening tools and resources to support early identification, particularly in the early years
  • Improved EHCP processes: Streamline the EHCP process to reduce waiting times and ensure that learners receive timely and appropriate support. Monitor the implementation of EHCPs to ensure that the agreed provision is delivered consistently.
  • Specialist training for teachers: Offer on-going professional development to equip teachers with strategies to differentiate teaching and manage diverse learning needs. Promote the use of evidence-based approaches, such as task-scaffolding and assistive technology, to support SEND learners in mainstream settings.
  • Increased funding and resources: Allocate sufficient funding to mainstream schools to hire additional staff, such as teaching assistants or SEND specialists, and to help them access external services. Expand the availability of alternative provision and special schools for learners with more complex needs.
  • Inclusive classroom practices: Ensure that teaching methods, materials, and assessments are accessible to all learners. Foster a classroom culture of empathy and respect, encouraging all learners to value diversity and support their peers.
  • Improving transitions: Establish robust transition plans to support SEND learners as they move between school phases or into further education or work. Involve learners and their families in planning these transitions to ensure that their needs are fully understood and met.
  • Parental and learner voice: Engage families as partners in their children’s education, ensuring that they feel informed and empowered to advocate for their needs. Seek regular feedback from SEND learners about their experiences and use this to inform school practices.

 

4, The socio-economic gap

The socio-economic gap manifests in learners who live in poverty achieving lower outcomes at school, reduced rates of progression to further education, and limited career opportunities and earnings potential. There are several reasons:

  • Material poverty: Learners from disadvantaged backgrounds may lack access to resources such as books, a quiet place to study, or reliable internet, which are essential for supporting learning outside of school. Economic insecurity can lead to housing instability, hunger, or poor health, all of which negatively impact a child’s ability to focus and thrive in school.
  • Parental engagement: Parents from lower socio-economic backgrounds may face barriers to supporting their child’s education, such as time constraints due to work, lower confidence in engaging with schools, or language barriers.
  • Cultural capital: Disadvantaged learners may have fewer opportunities to build cultural capital – the knowledge, experiences, and skills valued by the education system and society. For example, they may have limited access to museums, theatre trips, or enrichment activities.
  • Aspirations and motivation: Economic hardship can lead to lower aspirations and self-belief among disadvantaged learners. A lack of role models who have succeeded through education may reinforce feelings that academic success is unattainable or irrelevant.

The socio-economic gap may be significant and stubborn, but it is certainly not insurmountable. Here are some ways in which we can narrow the gap…

  • Pupil Premium: Ensure that funding such as the Pupil Premium is used strategically to invest in evidence-based interventions. This might include tutoring, literacy programmes, or subsidising extra-curricular activities. We should then monitor the impact of this funding and ensure it directly benefits disadvantaged learners.
  • Provide early intervention: High-quality early education is especially important for narrowing the gap at its source. We can also invest in family support programmes that help parents engage in their child’s education from an early age.
  • Invest in high-quality teaching for all: This means prioritising professional development to ensure all teachers are equipped to deliver differentiated instruction for diverse needs.
  • Address the broader challenges faced by disadvantaged learners: Invest in mental health and wellbeing services. This includes access to school counsellors, mentoring programmes, and breakfast clubs.
  • Provide all learners with opportunities to experience cultural enrichment: This could involve free trips, guest speakers, or partnerships with local organisations. We should also encourage participation in extra-curricular activities, ensuring financial barriers do not exclude disadvantaged learners.
  • Offer workshops or resources that help parents understand how to support their child’s learning at home: We can use outreach strategies to engage hard-to-reach families, including home visits or translation services for non-English-speaking parents.
  • Expose learners to a wide range of careers and higher education opportunities: Including through trips, careers fairs, and talks from relatable role models. We might offer personalised career and academic guidance that helps disadvantaged learners map-out a clear pathway to success.

 

Final thoughts

Space prevents me from exploring these issues further but please note that gender, ethnicity, SEND, and socio-economic status are not the only causes of attainment gaps. There are other significant factors such as high levels of mobility (e.g. being a service child) and other vulnerabilities (e.g. being a looked after child) that need exploring if you are to foster a culture of inclusion and belonging.

Next time, in part three of this series, we will delve into inclusive and adaptive lesson-planning.

  • Matt Bromley is an education journalist, author, and advisor with 25 years’ experience in teaching and leadership including as a secondary school headteacher. He remains a practising teacher. Matt is the author of numerous books on education and co-host of the award-winning SecEd Podcast. Read his previous articles for SecEd via www.sec-ed.co.uk/authors/matt-bromley 

 

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