Scenario

Liam is a 15-year-old student preparing for his GCSEs at a large comprehensive school. He lives with his mum and two younger siblings in a small rented flat on a housing estate not far from the school. His mum works long shifts in a supermarket and also does extra evening hours when she can, because money is often tight and the family regularly has to think carefully about bills, food shopping and travel costs. Liam knows his mum wants him to do well, but he also knows that she is often exhausted and under pressure. At home, there is little space and very little privacy. Liam shares a bedroom with his younger brother, and there is usually noise from the television, his siblings or neighbours. He often tries to complete homework on the kitchen table, but this is difficult when everyone is around, and he finds it hard to concentrate for long.

The family has one old laptop between four people, and it does not always work properly. Their internet connection sometimes cuts out, which makes online homework and revision difficult. Liam has missed a few homework deadlines because he could not get onto the school platform or because his younger sister needed the laptop first. He feels embarrassed explaining this to teachers, especially when other students seem to have their own devices, better study space and parents who are able to help them organise their work. Liam’s mum encourages him, but she left school early herself and does not always feel confident helping with homework, coursework or revision strategies. She rarely attends school information evenings, not because she is uninterested, but because of work, childcare and the cost and difficulty of rearranging everything.

In school, Liam has started to feel that some teachers expect less from him than from other students. He has been placed in lower sets for some subjects, and although this was explained as being based on ability, Liam feels it is now harder for him to move up. He notices that some students are spoken to as if they are more capable, more reliable or more likely to succeed. Liam does not always use the same language as teachers or some of the more confident middle-class students in his class, and he sometimes worries about saying the wrong thing or sounding stupid. Because of this, he often stays quiet, even when he knows the answer. Over time, he has become less confident and more likely to see school success as something that belongs to other people.

Liam’s friendship group is also important in shaping his experience of school. Some of his friends think that putting too much effort into lessons is “acting above yourself” or “showing off.” They are not necessarily anti-education, but there is pressure not to look too keen or too enthusiastic in front of others. Liam sometimes hides how much he has revised or laughs off good marks so he does not stand out. At the same time, he has become increasingly unsure about whether school will really lead to a better future. He hears a lot about hard work and achievement, but he does not always see clear examples of this paying off in the lives of people around him. Although Liam is capable and sometimes does well when he feels supported, he is beginning to feel disconnected from education and uncertain about whether the system is really built for students like him.

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