Research School Network: Insights from the West Midlands ELE Conference Tackling Disadvantage using Evidence

On Thursday 11^th June, the West Midlands Evidence Leads in Education (ELE) and Research School core teams came together for a thought-provoking conference in Birmingham, focused on one of the most important priorities in education: improving outcomes for children and young people experiencing disadvantage.

The event brought together colleagues from the five West Midlands Research Schools: Staffordshire Research School, Billesley Research School, St Matthew’s Research School, Aspirer Research School and Tudor Grange Research School. Throughout the day, colleagues were challenged to reflect on their own practice, deepen their understanding of disadvantage and consider how evidence-informed approaches can create meaningful change.

A particular highlight was the opening keynote from Dr Alex Blower, who shared his powerful personal story alongside insights from his book, Lost Boys: How Education is Failing Young Working-Class Men, which every delegate received. Speaking with honesty and authenticity, Alex explored the experiences that have shaped his work and challenged us to think differently about the educational experiences of boys and young men.


Drawing on research, including the Taking Boys Seriously project in Northern Ireland, Alex discussed the impact of toxic masculinity, the barriers faced by boys eligible for Free School Meals and the importance of creating environments where boys can develop a positive sense of identity. He also shared the work of Boys’ Impact, an evidence-informed programme that continues to support boys in celebrating their individuality whilst building happy, healthy futures.

Emily Laney, the West Midlands’ Regional Delivery Lead for the Education Endowment Foundation, then led a thought-provoking session on ​‘Talking Compellingly about Disadvantage’. The session encouraged delegates to reflect on how disadvantage manifests across the West Midlands and to consider the language that is used when discussing pupils, families and communities. By exploring the impact of deficit language and considering more empowering alternatives, colleagues were reminded that the words that are chosen can influence expectations, relationships and ultimately outcomes for young people.

Steve Wheeldon from Aspirer Research School then shared reflections from work across his trust, focusing on practical approaches that have helped improve outcomes for disadvantaged children. He spoke about the importance of ensuring pupils have access to a broad range of opportunities beyond the classroom, including trips, visits and enrichment experiences that build cultural capital and engagement. He also highlighted how consistent, purposeful provision across schools can help remove barriers to participation and create a stronger sense of belonging for all learners.

Juliet Stafford, an ELE from Staffordshire Research School, then led an engaging session on ​‘Increasing Advocacy in Your Setting’, which explored how schools can empower colleagues to become advocates for evidence-informed improvement. Through practical examples, delegates considered how advocates can be selected, supported and celebrated, helping to build sustainable cultures where research and contributions are shared.

The final keynote from Marc Rowland provided, what many felt, a fitting conclusion to the day. Marc shared a wealth of practical wisdom about addressing educational disadvantage, reminding us that improving outcomes is not about lowering expectations or simply ​“closing gaps”. Instead, it is about ensuring every pupil experiences belonging, high-quality teaching, meaningful success and genuine inclusion every single day. His message that ​“micro achievements in the classroom every day make the biggest difference” resonated strongly with delegates and reinforced the importance of the everyday interactions that shape children’s experiences of school.

Feedback from attendees reflected the impact of the day. Delegates spoke about the importance of creating a sense of belonging for children experiencing disadvantage and reflected on Marc’s reminder that ​“confidence is a cognitive process, not a quality.” Others highlighted the need to create safe spaces for boys to discuss masculinity and mental health, while many valued the opportunity to think more carefully about the language they use when talking about disadvantage.

When asked what they planned to take back to their own settings, colleagues identified researching boys’ underachievement more deeply, reflecting further on the language they use around disadvantage, and exploring how research advocacy could be developed within their own schools and trusts.

The conference was a powerful reminder that evidence alone does not change outcomes — people do. Through thoughtful leadership, high expectations and a commitment to inclusion, schools can make a lasting difference for the children and young people who most need support.

A huge thank you to all of our speakers for sharing their expertise so generously, and to Nathan Morland from Staffordshire Research School for organising such an insightful and inspiring day. The conversations will undoubtedly continue long after the conference, as our West Midlands ELE community work together to turn evidence into action for the benefit of every school and every child in their reach.