In a recent announcement, the UK government has embarked on a significant curriculum and assessment review aimed at fostering a balanced and inclusive education system. Baroness Barran, a former education minister, has issued a strong warning about the potential pitfalls of this initiative, particularly concerning the “soft bigotry of low expectations.” This term, originally coined by former U.S. President George W. Bush, highlights the dangers of setting lower expectations for disadvantaged students and those with special educational needs (SEND), despite well-meaning intentions.
Baroness Barran’s caution stems from a deep understanding of the impact that educational policies can have on the futures of young people. She stresses the importance of recognizing and expanding on the areas where disadvantaged pupils and those with SEND are already thriving. “We must be vigilant in ensuring that our changes do not inadvertently limit opportunities for those who need them most” she states. This focus on maintaining high standards and ambition for all students is crucial to avoid unintentionally perpetuating educational inequalities.
The primary goal of the curriculum review is to balance ambition, excellence, relevance, flexibility, and inclusivity. However, there are concerns about a potential shift away from the knowledge-rich teaching approach promoted by previous Conservative governments. This approach has been integral in ensuring that all students, regardless of background, have access to a rigorous and comprehensive education.
Baroness Barran argues for a careful examination of evidence-based practices that have proven effective in supporting disadvantaged students and those with SEND. “By scaling up these best practices, we can create an education system that truly meets the needs of every student” she says. This means not just aiming for inclusivity in theory but ensuring it in practice through high expectations and robust support mechanisms.
As the review progresses, it is essential for policymakers and educators to collaborate closely. The objective should be to develop a curriculum that not only includes but also challenges all students to reach their full potential. The review must be rooted in evidence-based practices that have demonstrated success, particularly for those who face the greatest challenges in education.
The curriculum review is a critical step towards an equitable and inclusive education system. However, it must avoid the “soft bigotry of low expectations” by maintaining high standards and ambitious goals for all students. By doing so, we can ensure that every child, regardless of their background, has the opportunity to succeed and thrive in their educational journey and beyond, not just to get by.
Summary
- Curriculum Review Launch: A new government initiative aims to balance ambition, excellence, and inclusivity.
- Baroness Barran’s Warning: Caution against low expectations for disadvantaged students and those with SEND.
- Maintaining High Standards: Ensuring the review doesn’t inadvertently lower expectations.
Editor’s Opinion
The idea of lowering expectations to make education more inclusive seems counterproductive at best. While inclusivity is undoubtedly important, reducing academic standards risks undermining the potential of all students, particularly those from disadvantaged backgrounds. By setting lower benchmarks, we essentially signal that we do not believe these students are capable of achieving more. This approach fails to recognize that high expectations and rigorous standards are essential drivers of growth and success. Instead of diluting academic challenges, we should focus on providing the necessary support to help every student meet high standards. Reflecting on this, one must consider whether we are truly aiding our students by lowering the bar or merely setting them up for mediocrity in the long run.
