ABSTRACT
This chapter tells the story of Jason, a boy from a left-behind, disadvantaged community. It describes the path he took from early language delays to reading problems (and to a lesser extent maths problems) which led to progressive disengagement from learning. Lessons are drawn about the need to start early – preferably before children are seven – to tackle barriers to learning, and avoid common ‘bear traps’ (such as over-supporting them in class) that inadvertently reduce their sense of capability and independence, Next the chapter summarises evidence showing that children like Jason – disadvantaged white boys – as a group tend to perform poorly in assessments of attainment at all key stages, and explores reasons why boys seem particularly vulnerable to the effects of disadvantage. Finally, it reflects on the issues facing communities where Jason and children like him grow up.
