Social Deprivation and Performance at School

The policy of positive discrimination in favour of areas of acute social need has resulted in a number of studies which concern themselves with methods of identification. Hatch and Sherrott found that deprivations are concentrated only to a limited extent, and that for this reason an index summarising a range of deprivations is not efficient, They suggest that a multi-dimensional approach might be indicated because different combinations of deprivations are found in different areas needing a variety of remedies. Barnes, in discussing the work done for the Inner London Education Authority, points out that the majority of disadvantaged children is to be found in areas not classified as priority, and that the majority of children in priority areas is not disadvantaged. Little and Mabey show that the reading achievement of disadvantaged children (unskilled and semi-skilled manual) does not vary as much in relation to either the social mix of the school or the degree of priority of the area as that of less disadvantaged pupils. The methods identifying deprivation are diverse and largely related to either objective criteria (absence of basic housing amenities, free school meals, etc.) or vulnerable groups (one-parent families, immigrants, unskilled, etc

Demographic economics · Disadvantaged · Economic growth · Economics · Geography · Immigration · Social deprivation · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Homelessness and Social Issues · Psychology

• Juvenile Delinquency, Parental Criminality and Social Handicap

  Harriett Wilson•The British Journal of Criminology•1975

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• Urban Deprivation

  D T Herbert•Geographical Journal•1975

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