Why does the 'Who is Losing Learning? Coalition' exist?
The Who is Losing Learning? Coalition was founded by Impetus, Mission 44, IPPR and The Difference because of concern about the substantial rise in school absence and exclusion amongst children, particularly those from disadvantaged backgrounds, and the lack of political attention and evidence informed policy responses to the issue.
What does the 'Who is Losing Learning? Coalition' do?
The Coalition’s mission is to reduce the amount of lost learning experienced by children in English schools by moving lost learning from the periphery to the core of the schools’ debate, develop and promote new policy solutions and influence decision makers to back evidenced-based responses.
A report, 'Who Is Losing Learning? The case for reducing exclusions across mainstream schools', was produced as part of the work of the Coalition and released in September 2024. By bringing together different datasets, the report presents an overview of the alarming number of children losing learning across the ‘exclusions continuum’, fourteen types of lost learning including absence, suspension and internal exclusion - and sets out a strong social and economic case to invest in reducing lost learning.
A new Who is Losing Learning Solutions Council will respond to the analysis in this report in spring 2025. Chaired by Pepe Di'lasio, general secretary of the Association of School and College Leaders (ASCL), the Solutions Council will hear evidence from school leaders, parents and organisations working with children losing learning, and identify promising work currently happening in pockets across the country and recommend how this ought to be translated into national policy solutions across the next two parliaments.
What are the current challenges?
An alarming number of children are losing learning. Lost learning is a risk to education standards and a loss of potential: schools cannot give children the opportunities they deserve if they are not in lessons.
Lost learning is disproportionately experienced by the children facing the greatest challenges in life, including children in poverty, in contact with social services, with special educational needs, facing a mental health crisis and experiencing discrimination. Children who lose learning are more likely to than their peers to not meet key education milestones, to not obtain passport qualifications English and maths, and not attend higher education.
Beyond the social implications, lost learning also impacts the economy.
As more children lose more learning, mainstream schools find it increasingly difficult to provide support. A system not designed to support inclusion combined with missed opportunities for early intervention, or a lack of services, leave these children without the help they need, and their needs escalate. This has resulted in growing numbers of children flowing into the special education and alternative provision (AP) sectors, with council’s struggling to meet the associated costs. Meanwhile, permanent exclusion casts a lifelong shadow on the potential of children affected, and a lifelong cost to the exchequer due to reduced earnings, unemployment and contact with the criminal justice system.
We believe it is possible to break this cycle of lost learning.
Why should we address the rising tide of lost learning?
There is a social case for supporting mainstream schools to reduce the prevalence of lost learning. Across the ‘exclusions continuum’ introduced in the first WiLL report – from less to more severe forms of exclusion – we see that children facing the most challenges in their lives are disproportionately more likely to be losing learning. Children who lose learning are less likely than their peers to meet key educational milestones, obtain passport qualifications and to be earning or learning as young adults. Councils are spending increasing amounts on educating children outside mainstream schools, where quality and safety is less guaranteed. While we know that many special and alternative provision schools deliver quality provision, this is often in spite of the system, not because of it. Too often children are let down by an underregulated, unappreciated, and overworked sector.
'Who Is Losing Learning? The case for reducing exclusions across mainstream schools' sets out a strong economic case to invest in reducing escalations of lost learning. The report draws together evidence suggesting that reducing exclusions across the continuum could reduce the cost to the state, youth violence, the attainment gap and youth unemployment.
How are young people involved?
Young people’s views on lost learning and the solutions that should be adopted to tackle the problem are being gathered as a part of the Solutions Council process. These contributions will shape a Solutions Report, to be published in Spring 2025, outlining recommendations to reduce lost learning.
For too long as a system we’ve considered the needs of these young people last rather than first. Young people have one chance at a good education and if we are to improve their attainment and their life chances, we must reduce exclusions of all kinds. Whether out of class, out of school or away from their peers, young people are missing out on opportunities to prosper.
Pepe Di'lasio, ASCL general secretary and chair of the Council for Solutions to Who is Losing Learning
How can I help?
If you would like to contribute to the Solutions Report, please complete our enquiry form below.
