Students from low-income households

 Key Stage 4 GCSE attainment:

Department for Education, ‘Key stage 4 performance, Academic year 2022/23’ October 2023. 

Access to higher education:

Department for Education, ‘Widening Participation in Higher Education’ publication July 2023. 

Continuation – Progression:

Available data as of January 2024 from: The Education and Skills Funding Agency’s (ESFA’s) individualised learner record (ILR), The Student Return, collected by the Designated Data Body (DDB) and The Student Alternative (SA) record, collected by the Designated Data Body (DDB).

It is important to note that these are sector wide statistics. For provider-level data, please see the datasets listed below.

On a provider level:

UCAS provides information on free school meals eligibility at the age of 16 for applicants. This can be verified using DfE data. This can then be matched to Individualised Learner Records by a provider for internal database purposes.

The Student Loans Company provide information on household income level a year after a student starts on course. 

The Access and Participation data dashboard has information on the access, continuation, completion, attainment and progression rates of students by FSM eligibility.

The student outcomes data dashboard has information on the continuation, completion and progression rates of students by FSM eligibility.

The sector distribution of student outcomes and experience measures data dashboard has information on the continuation, completion and progression rates of students by FSM eligibility, as well as experience (via the National Student Survey).

The size and shape of provision data dashboard has information on the profile of entrants by FSM status.

The TEF data dashboard has information on the continuation, completion and progression rates of students by FSM eligibility, as well as experience (via NSS).

On a national level: 

The student characteristics data: Outcomes data dashboard has information on the profile, continuation, completion, attainment and progression rates of students by FSM eligibility. 

The National Student Survey data: student characteristics data has information on the experience of students by FSM eligibility. 

The Department for Education ‘Education Statistics service’ also has information on the percentage of students in receipt of FSM in each school.

Note: Definitions and the quality of each study vary.

Access HE (2021). ‘Best Laid Plans: London's 'Covid Cohort' and Progression to Higher Education’. (Accessed 12/01/2024)

Advance HE (2019) 2019 UK ‘Engagement Survey. Advance HE’. (Accessed 12/02/2024)

Anders, J., Henderson, M., Moulton V., & Sullivan, A. (2018) ‘The role of schools in explaining individuals’ subject choices at age 14’, Oxford Review of Education, 44:1, 75-93, DOI: 10.1080/03054985.2018.1409973

Anders, J., Macmillan, L., Sturgis, P. & Wyness, G. (2021). ‘Inequalities in young peoples’ educational experiences and wellbeing during the Covid-19 pandemic’ (CEPEO Working Paper No. 21-08). Centre for Education Policy and Equalising Opportunities, UCL.

Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., and Sevilla, A. (2020c), ‘Learning during the Lockdown: Real-Time Data on Children’s Experiences during Home Learning’, Institute for Fiscal Studies (IFS), Briefing Note 288

Archer, A., Higton, J., Sibieta, L., and Tahir, I. (2021), ‘The Road Not Taken: The Drivers of Course Selection’, Social Mobility Commission

Baker, D. P., Akiba, M., LeTendre, G. K., & Wiseman, A. W. (2001). ‘Worldwide shadow education: Outside-school learning, institutional quality of schooling, and crossnational mathematics achievement’. Educational Evaluation and Policy Analysis, 23 (1), 1-17;

Benson-Egglenton, J. (2019) ‘The financial circumstances associated with high and low wellbeing in undergraduate students: a case study of an English Russell Group institution’. Journal of Further and Higher Education. 43 (7), 901–913. doi:10.1080/0309877X.2017.1421621.

Britt, S.L., Mendiola, M. R., Schink, G.H., Tibbetts, R.H. and Jones, S.H. (2016). ‘Financial Stress, Coping Strategy and Academic Achievement in College Students’. 

Britton, J., Dearden, L. & Waltmann, B. (2021) ‘The returns to undergraduate degrees by socio-economic group and ethnicity’. Institute for Fiscal Studies;

Burke, P.J., Bennett, A., Burgess, C., Gray, K. and Southgate, E. 2016. ‘Capability, Belonging and Equity in Higher Education: Developing inclusive approaches’. Newcastle, NSW: Centre of Excellence for Equity in Higher Education, The University of Newcastle

Callender, C. & Melis, G. (2022) ‘The privilege of choice: how prospective college students’ financial concerns influence their choice of higher education institution and subject of study in England’. The Journal of Higher Education. 93 (3), 477–501. doi: https://doi.org/10.1080/00221546.2021.199616

Campbell, S., Macmillan, L., Wyness, G., Bryson, A., Stokes, L., & Wilkinson, D. (2019) ‘Mismatch in higher education: prevalence, drivers and outcomes’

Cattan, S., Farquharson, C., Krutikova, S., Phimister, A., Salisbury, A., and Sevilla, A. (2021a), ‘Home Learning Experiences through the COVID-19 Pandemic’, Institute for Fiscal Studies (IFS), Report 195.

Cecilia A. Essau, Alejandro de la Torre-Luque (2021), ‘Adolescent psychopathological profiles and the outcome of the COVID-19 pandemic: Longitudinal findings from the UK Millennium Cohort Study, Progress in Neuro-Psychopharmacology and Biological Psychiatry’, Volume 110, 2021, 110330, ISSN 0278-5846, https://doi.org/10.1016/j.pnpbp.2021.110330.

Chowdry, H., Crawford, C., Dearden, L., Goodman, A. and Vignoles, A. (2013), ‘Widening participation in higher education: analysis using linked administrative data’. Journal of the Royal Statistical Society: Series A (Statistics in Society), 176: 431-457. https://doi.org/10.1111/j.1467-985X.2012.01043.x

Crawford, C. & Van der Erve, L. (2015) ‘Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings’. Education Sciences. 5 (4), 380– 412. doi: https://doi.org/10.3390/educsci5040380.

Crawford, C., Macmillan, L. & Vignoles, A. (2014) ‘Progress made by high-attaining children from disadvantaged backgrounds’. Social Mobility & Child Poverty Commission.

Cullinane, C., Yarde, J., Shao, X., Anders, J., De Gennaro, A., Holt-White, E., & Montacute, R. (2023). 'Wave 1 Initial Findings – Financial Inequalities and the Pandemic'. COVID Social Mobility & Opportunities study (COSMO) Briefing No. 6. London: UCL Centre for Education Policy & Equalising Opportunities & Sutton Trust. 

Department for Education (2018) ‘Outcomes for pupils eligible for free school meals and identified with special educational needs’. Ad-hoc statistics. (Accessed 12/01/2024)

Department for Education (2023) ‘HE providers’ policies and practices to support student mental health’ (publishing.service.gov.uk). (Accessed 12/12/2023)

Department for Education (2023) 'KS4 national characteristics data' from 'Key stage 4 performance', Permanent data table. (Accessed 12/12/2023)

Department for Education (2023) Statistics: GCSEs (key stage 4). (Accessed 01/11/2023)

Department of Health and Social Care (2012) Chief Medical Officer, ‘Our Children Deserve Better: Prevention Pays’. Annual Report of the Chief Medical Officer. 

Donnelly, M., & Gamsu, S. (2018) ‘Home and away: Social, ethnic and spatial inequalities in student mobility’. The Sutton Trust. (Accessed 12/01/2024)

Easterbrook, M. J., Harris, P. R., & Sherman, D. K. (2021). ‘Self-affirmation theory in educational contexts’. Journal of Social Issues, 77, 683–701. https://doi.org/10.1111/josi.12459;Nieuwenhuis

Elliot Major, L., Eyles, A., and Machin, S. (2020), ‘Generation COVID: Emerging Work and Education Inequalities’, Centre for Economic Performance (CEP), COVID-19 Analysis, Paper 011.

Farquharson, C. and Greaves, E. (2021). ‘Even high-achieving pupils from disadvantaged backgrounds miss out on some university opportunities – but mentoring programmes can help’. Institute for Fiscal Studies.

Farquharson, C., McNally, S. and Tahir, I. (2022), ‘Education inequalities’, IFS Deaton Review of Inequalities

Goodenow 1993 cited in Thomas 2012: Thomas, L., 2012. ‘Building student engagement and belonging in Higher Education at a time of change: final report from the What Works ? Student Retention & Success programme’

Henderson, M., Sullivan, A., Anders, J. & Moulton, V. (2018) ‘Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14’. The Curriculum Journal. 29 (3), 298–318.

HEPI & Unipol (2023) ‘Student accommodation costs across 10 cities in the UK. Cost pressures and their consequences in Purpose-Built Student Accommodation’ (Accessed 11/01/2024)

HEPI (2023) ‘Student Academic Experience Survey 2023’. HEPI. (Accessed 12/12/2023)

Holt-White, E., & Cullinane, C (2023) ‘Social Mobility: The Next Generation. The Sutton Trust & COSMO Covid Social Monility & Opportunities Study’. (Accessed 12/01/2024)

House of Commons Library (2022) ‘How is the rising cost of living affecting students?’ (Accessed 11/01/2024)

House of Commons Library (2023) ‘Impact of increases in the cost of living on further and higher education students’. (Accessed 10/12/2023)

House of Commons Library (2023) ‘Research briefing: Food povety: Households, food banks and free school meals’. (Accessed 12/12/2023)

Institute for Fiscal Studies (2020) ‘Family time use and home learning during the COVID-19 lockdown’. IFS. (Accessed 12/01/2024)

Lewis, G., McCloud, T. & Callender, C. (2021) ‘Higher education and mental health: analyses of the LSYPE cohorts’. Department for Education

London School of Economics (2021): ‘Journeys into higher education and employment: The impact of covid-19 on young people’.

M., Manstead, A. S. R., & Easterbrook, M. J. (2019). ‘Accounting for unequal access to higher education: The role of social identity factors. Group Processes and Intergroup Relations’, 22, 371–389.  https://doi.org/10.1177/1368430219829824

Manfra, L. (2020) ‘Impact of Homelessness on School Readiness Skills and Early Academic Achievement: A Systematic Review of the Literature’

Montacute, R. (2018). ‘Potential for Success. The Sutton Trust’. (Accessed 06/01/2024)

Montacute, R., & Cullinane, C (2018) ‘Parent power: How parents use financial and cultural resources to boost their children's chances of success’. (Accessed 12/01/2024)

Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. & Higham, L. (2015) ‘Causes of differences in student outcomes’. HEFCE.

Ofcom (2023) ‘Children and Parents: Media Use and Attitudes 2023’. (Accessed 12/01/2024)

Office for National Statistics (2023), released 24 February 2023, ONS website, statistical bulletin, ‘Cost of living and higher education students, England’: 30 January to 13 February 2023

Office for Students (2022) ‘Insight brief 13: Schools, attainment and the role of higher education’. (Accessed 11/12/2023)

Office for Students (2023) ‘Insight brief 19. Protecting students as consumers’. 

Prospects (2019) ‘What do graduates do? Regional edition’, October 2019. (Accessed 01/12/2023)

Reay, D., Crozier, G. & Clayton, J., (2010) ‘‘Fitting in’ or ‘standing out’: Working-class students in UK higher education’. British Educational Research Journal. 36(1), 107–124;

Russell Group Students Union (2023) ‘Cost of living report’. (Accessed 11/01/2024)

Sam Friedman, Daniel Laurison (2020) ‘The Class Ceiling: Why it Pays to be Privileged’, Social Forces, Volume 99, Issue 1, September 2020, Page e5, https://doi.org/10.1093/sf/soz170  (warwick.ac.uk)

Sharp, C., Nelson, J., Lucas, M., Julius, J., McCrone, T. & Sims, D. (2020). ‘Schools' Responses to COVID-19: The Challenges Facing Schools and Pupils in September 2020’. National Foundation for Educational Research.

Shelter (2006) ‘Chance of a Lifetime’. (Accessed 12/01/2024)

Social Mobility Commission ‘State of the Nation 2023: People and places’. (Accessed 12/01/2024) (publishing.service.gov.uk)

Speirs, N. M. (2020). ‘The hidden curriculum as doxa: Experiences of the working class’. In T. Hinchcliffe (Ed.), The hidden curriculum of higher education (pp. 130-141). AdvanceHE.;

TASO (2023) ‘Rapid review to support development of the Equality of Opportunity Risk Register’. (Accessed 12/01/2024)

The Sutton Trust & Social Mobility Commission (2019) ‘Elitist Britain: The educational backgrounds of Britain's leading people’. (Accessed 12/01/2024)

The Sutton Trust (2022) ‘Cost of Living and University Students’. (Accessed 12/12/2023)

The Sutton Trust (2023) ‘Cost of Living and University Students - Sutton Trust’. (Accessed 12/01/2024)

The Sutton Trust (2023) ‘New polling on the impact of the cost of living crisis on students’. (Accessed 12/01/2024)

Thomas, L. and Jones, R. (2018). ‘Student engagement in the context of commuter students’

UCAS: ‘Where Next? What influences the choices school leavers make?’. (Accessed 11/01/2023)

Wakeling, P. & Mateos-González, J.L. (2021) ‘Inequality in the highest degree’. The Sutton Trust. (Accessed 11/01/2024)

WONKHE & Pearson (2022) ‘Building Belonging in Higher Education: Recommendations for developing an integrated institutional approach’.(Accessed 12/01/2024)

Wood, Clare, et al. (2020) ‘Exploring the Literacy-Related Behaviors and Feelings of Pupils Eligible for Free School Meals in Relation to Their Use of and Access to School Libraries’. School Library Research 23.

Wyness, G. (2016). ‘Predicted grades: accuracy and impact’. London: UCU

Zimdars, A. (2010) ‘Fairness and undergraduate admission: a qualitative exploration of admissions choices’ at the University of Oxford, Oxford Review of Education, 36:3, 307-323, DOI: 10.1080/03054981003732286

Zimdars, A. , Sullivan, A. and Heath, A. (2009) ‘Elite higher education admissions in the arts and sciences: is cultural capital the key?’. Sociology, 43 (4) : 648 – 666 .