This resource was originally published 22 March 2024.

The key resource is the practical guide, which is accompanied by a reflection guide.

Summary

While students from low socioeconomic status (low-SES) backgrounds on average report lower levels of engagement, wellbeing and academic achievement than their peers from higher SES backgrounds, many low-SES students do fare well at school and demonstrate strong academic outcomes. Understanding these students is key to sustaining their academic growth and can provide insights into how schools can better support those who are not yet reaching their potential.

This practical guide presents the research findings of a new study from NSW high schools using Tell Them From Me (TTFM) data. It explains how low-SES students can be supported by implementing What works best teaching practices.

Key research findings

• While students from low-SES backgrounds on average report lower levels of agency and achievement than their peers from higher SES backgrounds, there are also many who are faring well.

• Practices from CESE’s WWB publications predict students’ levels of agency and membership in more adaptive profiles.

• For ‘vulnerable students’ (that is, those with low levels of agency and high levels of conduct problems), strategies that focus on classroom management, advocacy and instructional relevance appear to be most important.

• For ‘precarious students’ who are not faring well (that is, those with below-average levels of agency) but do not stand out through misconduct, these practices remain important, alongside explicit teaching and feedback.