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Education leaders across England are sounding the alarm over a troubling trend: the academic performance of white working-class girls is deteriorating at an alarming rate. Recent figures reveal that since 2019, the percentage of low-income white British girls achieving passing grades in GCSE English and maths has dropped by 6.4 percentage points, with only 38% reaching the benchmark in 2025. This decline has prompted urgent calls for targeted support to address the educational needs of this demographic, which appears to be slipping through the cracks of current interventions.
A Stark Decline in Achievement
The figures paint a stark picture. As highlighted by Tom Campbell, Chief Executive of E-ACT, a trust overseeing 38 academies, the fall in grades is “stark” and raises fears of a long-term decline that could prove difficult to reverse. In comparison, the overall pass rates for GCSEs have decreased by 1.6 percentage points since 2019, with disadvantaged girls—those eligible for free school meals or in care—experiencing a 3.5 percentage point drop. Alarmingly, the decline for white British girls in this category is even more pronounced.
The BBC’s analysis, which scrutinised GCSE results from 2019 to 2025, reveals that while 35% of low-income white British boys reached the expected standard, showing a slight increase of 0.2 percentage points, the girls’ performance has been overshadowed by their male counterparts. In contrast, girls from low-income Asian families achieved significantly better outcomes, with 64% passing their GCSEs in English and maths.
Initiatives to Empower Young Women
In light of this concerning trend, some schools have begun to implement initiatives aimed at boosting the academic prospects of female students. The Liberty Academy in Hull, for instance, has introduced a female empowerment programme designed to provide additional support to girls identified as needing it most.
Fifteen-year-old Holly, whose name has been changed for privacy, expressed the challenging environment in which she and her peers are growing up. “In a working-class city, I wouldn’t say there are as many opportunities. People just say, what’s the point?” she shared. Her classmate Charlotte echoed these sentiments, suggesting that the prevailing mindset in their community limits aspirations: “Everyone is surrounded by people who maybe didn’t go to university, so it just puts it in their heads that that’s just going to be me, so why should I try?”
Sarah Hossak, a teacher at the Liberty Academy, highlighted the need for greater focus on this group, stating, “There does seem to be a cohort that is being overlooked quite considerably. The conversation has very much been what can we put in place to support white working-class boys, and the girls are getting left behind.”
The Broader Educational Landscape
The issue of underachievement among white working-class girls is not only a pressing educational concern but also a societal one. In March, Conservative MP Charlie Dewhirst urged the government to outline a strategy aimed at improving social mobility for young white men in disadvantaged communities. However, some experts warn that singling out one group for intervention could deepen societal divisions. Lisa McKenzie, a senior lecturer in sociology, cautioned against such an approach, asserting that it could lead to neglecting the needs of other groups.
Michael Cater, Executive Headteacher at the Character Education Trust, pointed to school attendance as a critical factor in these outcomes. He noted that higher rates of absenteeism among white working-class girls are contributing to poorer academic performance. “The larger percentage of students that don’t attend school, the worse outcomes become,” he explained, underscoring the importance of addressing the root causes of absenteeism, which often stem from familial responsibilities and socio-economic pressures.
A Call for Action
As the Department for Education reiterates its commitment to improving educational outcomes for all children, concerns remain over whether current strategies are sufficiently addressing the specific challenges faced by white working-class girls. A spokesperson stated that the government’s mission is to sever the link between background and success, aiming to halve the disadvantage gap for this generation. However, the reality on the ground suggests that without focused attention and tailored interventions, these girls risk being left behind.
Why it Matters
The decline in academic performance among white working-class girls is a critical issue that extends beyond the classroom. It reflects broader societal challenges, including economic instability and shifting family dynamics, which can hinder educational attainment. Addressing these disparities is not merely an educational imperative; it is a societal responsibility. Ensuring that every child, regardless of their background, has the opportunity to succeed is essential for fostering a more equitable society. The plight of these young women serves as a poignant reminder of the need for inclusive policies that lift all students, paving the way for a brighter future for everyone.