A new report says that schools in England are not good for white students from poor families. The schools need to change.

一份新報告指出，英格蘭的學校對來自貧困家庭的白人學生並不理想，學校需要做出改變。

The report looked at many students. In 2025, only 36% of poor white students got good grades in English and Math. Other students got 72%. This is not because the students are lazy.

該報告研究了許多學生。在 2025 年，僅有 36% 的貧困白人學生在英文和數學中取得優異成績。而其他學生則有 72%。這並非因為學生懶惰。

Many families do not like only reading and writing. They want their children to learn jobs with their hands. Many students stop liking school when they move to a bigger school.

許多家庭不喜歡僅僅閱讀和寫作。他們希望孩子能學習手工技能。許多學生在轉到較大的學校後，便不再喜歡學校。

The report has 24 ideas to help. It says children need free buses and free childcare. It also says schools should ban smartphones and help students read better.

報告提出了 24 項幫助建議。報告指出孩子需要免費公車和免費兒童照顧服務。報告還建議學校應禁用智慧型手機，並幫助學生提升閱讀能力。

The report says schools must change. They must help students learn skills for real jobs.

報告指出學校必須改變，必須幫助學生學習實務工作的技能。

An independent review has found that the English education system does not properly support white working-class students, meaning that major structural changes are now necessary.

一份獨立評論發現，英格蘭的教育體系未能妥善支持白人工人階級學生，這意味著目前有必要進行重大的結構性變革。

The Independent Inquiry into White Working-Class Educational Outcomes analyzed data from 1.25 million white British students who receive free school meals. The results show a large gap in achievement; for example, only 36% of these students achieved a grade 4 or higher in English and maths GCSEs in 2025, whereas 72% of students from wealthier backgrounds succeeded. The co-chairs, Baroness Estelle Morris and Hamid Patel, emphasized that this poor performance is not caused by a lack of effort from students, nor is it solely the fault of school leaders.

「白人工人階級教育成果獨立調查」分析了 125 萬名領取免費學校餐的英國白人學生的數據。結果顯示成績差距巨大；例如，在 2025 年，這些學生中僅 36% 在英文和數學 GCSE 獲得 4 級或以上，而家境較富裕的學生則有 72% 成功達標。共同主席 Estelle Morris 男爵夫人與 Hamid Patel 強調，如此糟糕的表現並非由學生缺乏努力造成，也不是單純由學校領導層負責。

Research shows that programs introduced over the last thirty years have failed to create lasting improvements. The report identified a disconnect between the academic focus of schools and the preferences of these families, who often value vocational training and practical skills. Consequently, the inquiry suggests that the move to secondary school is a dangerous time when students often lose interest, especially those who struggle with traditional written lessons.

研究顯示，過去三十年推出的計畫未能創造持久的改善。報告指出，學校的學術重心與這些家庭的偏好之間存在脫節，這些家庭通常更看重職業訓練與實務技能。因此，調查認為進入中學是一個危險時期，學生往往會失去興趣，尤其是那些在傳統書面課程中掙扎的學生。

To reduce these differences, the inquiry suggested twenty-four recommendations. These include providing free local transport for people up to age 21 and extending free childcare to all disadvantaged families. Furthermore, the report argues for better reading support in primary schools, more high-quality local apprenticeships, improved mental health services, and limits on smartphone use in schools.

為了縮小這些差距，調查提出了 24 項建議。其中包括為 21 歲以下人士提供免費本地交通，以及將免費兒童照護服務擴展至所有弱勢家庭。此外，報告主張在小學提供更好的閱讀支持、增加高品質的本地實習計畫、改善心理健康服務，並限制在校內使用智慧型手機。

The inquiry concludes that the system must be reorganized to better include the strengths of white working-class communities through a more flexible and vocational approach to education.

調查結論認為，體系必須重新組織，透過更靈活且職業導向的教育方式，將白人工人階級社區的優勢更好地納入其中。

An independent review has concluded that the English education system fails to adequately serve white working-class students, necessitating comprehensive structural reforms.

一項獨立審查得出結論，認為英格蘭的教育體系未能充分服務白人工人階級學生，必須進行全面的結構性改革。

The Independent Inquiry into White Working-Class Educational Outcomes, commissioned by Star Academies and supported by the Department for Education, analyzed data pertaining to 1.25 million white British students receiving free school meals. The findings indicate a significant attainment gap; specifically, only 36% of this cohort achieved a grade 4 or higher in English and mathematics GCSEs in 2025, compared to 72% of their non-disadvantaged peers. Co-chairs Baroness Estelle Morris and Hamid Patel asserted that this underperformance is not attributable to a deficiency in student aspiration or effort, nor can the responsibility be localized solely within school administrations.

由 Star Academies 委託並由教育部支持的「白人工人階級教育成果獨立調查」，分析了 125 萬名領取免費學校膳食的英國白人學生數據。結果顯示成績差距顯著；具體而言，在 2025 年，該群體中僅 36% 的學生在英文與數學 GCSE 考試中達到 4 級或以上，而其非弱勢同儕的比例則為 72%。共同主席 Estelle Morris 男爵夫人與 Hamid Patel 主張，這種表現不佳並非歸因於學生缺乏抱負或努力，亦不能將責任僅限於學校行政部門。

Historical analysis suggests that initiatives implemented over the preceding three decades have failed to produce sustainable performance improvements. A primary disconnect was identified between the academic emphasis of the current system and the preferences of these families, who prioritize vocational pathways and the social utility of education. Consequently, the inquiry posits that the transition to secondary education represents a critical juncture for student disengagement, particularly for those whose learning styles are incompatible with traditional written curricula.

歷史分析表明，過去三十年實施的舉措未能產生永續的績效提升。調查發現，現行體系的學術重點與這些家庭的偏好之間存在嚴重脫節，後者更重視職業路徑與教育的社會實用價值。因此，調查認為轉入中等教育是學生產生疏離感的關鍵轉折點，對於那些學習風格與傳統書面課程不相容的學生尤為如此。

To mitigate these disparities, the inquiry proposed twenty-four recommendations. These include the universal provision of local public transport for individuals up to age 21, the extension of 30-hour free childcare to all disadvantaged families regardless of employment status, and the prioritization of primary-level reading fluency. Furthermore, the report advocates for the expansion of localized high-quality apprenticeships, enhanced mental health provisions, and the implementation of smartphone restrictions within educational institutions.

為了緩解這些差距，該調查提出了 24 項建議。其中包括為 21 歲以下人士提供全民本地公共運輸、將 30 小時免費托育服務擴展至所有弱勢家庭（不論其就業狀態），以及優先提升小學階段的閱讀流暢度。此外，報告倡導擴大在地高質量的學徒計劃、增強心理健康支援，以及在教育機構內實施智慧型手機限制。

The inquiry concludes that systemic realignment is required to integrate the strengths of white working-class communities into a more flexible, vocationally inclusive educational framework.

調查結論認為，需要進行系統性調整，將白人工人階級社區的優勢整合到一個更靈活、更包容職業教育的框架中。