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The article focuses on Great Brittan's Education Select Committee's session on left behind white working class students. Henri Murison, director of the Northern Powerhouse Partnership, mentioned the impact of several factors in a community on the children's education and cited parental support and quality of houses people live in. Other panel of witnesses were Ed Vainker, executive of the Reach Foundation in Feltham, and Jonathan Douglas, chief executive of the National Literacy Trust.

The article discusses the educational challenges of children from disadvantaged, white working class families across England, citing the case of students at Malling School in Kent. Topics discussed include the performance of white children in General Certificate of Secondary Education (GCSE), the role of parenting on the differences in the academic achievement of white children and children from other ethnic groups, and the decrease of positive role models for working class boys.

The article discusses that Education committee has gathered the evidence of views for inquiry into left behind White pupils from disadvantaged backgrounds doing worse than most other ethnic groups from Dr. Tony Sewell CBE, chairman of the Commission on Race and Ethnic Disparities; Martyn Oliver, Commissioner, Commission on Race and Ethnic Disparities, and Professor Steve Strand, University of Oxford.

The article comments on the problem of child poverty in Great Britain. It mentions the inquiry by the House of Commons Education Select Committee into left behind white working class pupils in Great Britain. Labour member of parliament Ian Mearns stated several problems related to children coming to school who have not reached the developmental level that others have. It is noted that free school meals was an effective way of solving food poverty among children.

The article reports that the according to the National Education Opportunities Network report, higher education institutions need to set for proportion of poor white students in England.

The article discusses efforts by elite British private schools to recruit white working-class students, and argues that lack of parental ambition and interest in upward mobility limits the number of candidates.

Statistics are given on various topics which include number of Christians in the armed forces in Great Britain, percentage of Britishers who are aware of their neighbour's profession and expected number of poor children in the year 2020 in Great Britain.

The article discusses the results of a survey conducted by the research company Synovate for the Department for Children, Schools and Families in Great Britain, which showed that poor, white children are most likely to experience bullying at school compared with children from ethnic minorities.

The article mentions research from Manchester University which focused on class stereotypes in education. The study found that poor white children in England, who are not gypsy or transient children, have the lowest academic achievement rating. The study supports research that associates family income and social status with a child's success in school.

The author discusses the educational trajectory of immigrant families in Britain compared to that of poor, white children. The author argues that the aspirations of ethnic-minority families exceed those of their white counterparts, as they are realizing a better life than they experienced in their home countries. In contrast, children of the white, working class are seeing the industries that their forebears worked decline. He suggests that some attention be paid to the plight of poor whites.