An inquiry reports that white working-class children are let down by the education system. The review draws on evidence collected from thousands of young people and their parents, as well as hundreds of teachers. It examines how experiences in schools and educational support affect outcomes for this group, highlighting gaps that the inquiry concludes contribute to unequal results. The inquiry’s findings are based on the perspectives of students and families, alongside input from educators who work directly with pupils. By combining feedback across these groups, the inquiry aims to describe patterns in achievement and support rather than focusing on a single stakeholder view. The report presents a broad assessment of how policies, school practices, and day-to-day educational experiences interact to shape opportunities for white working-class children. The inquiry’s conclusions are framed as systemic rather than limited to individual circumstances, and they call attention to disparities in how well students from different backgrounds are supported. The specific recommendations and detailed findings are set out in the inquiry’s published materials.