Reversing Inequalities in Education. A Primer for Inclusive Evidence Informed Learning Environments

• In Event: Analyzing educational inequalities in the past for a better future: successful interventions to reverse them

Abstract

1. Objectives or purposes
Educational inequality remains a significant challenge, despite international efforts aimed at fostering more inclusive and equitable learning environments, as articulated in the United Nations’ Sustainable Development Goal 4 (Organisation for Economic Co-operation and Development, 2023). This paper presents the findings of a detailed systematic literature review.
2. Perspective(s) or theoretical framework
Vulnerable groups, including those from low socio-economic backgrounds, migrant communities, minority language speakers, ethnic minorities, women, LGBTI+ individuals, and students with disabilities, continue to face barriers that severely limit their educational opportunities and outcomes. However, whereas a substantial corpus of research has been dedicated to examining the educational inequalities faced by such students, it remains crucial to conduct research that identifies which interventions are effective in mitigating such inequalities (Ruiz-Eugenio et al., 2023).
This paper analyses how socioeconomic status, migration, minority language, gender, disability, and other factors intersect and correlate with educational inequalities, while also identifying transformative educational actions that challenge structural barriers across diverse contexts.
3. Methods, techniques, or modes of inquiry
The study employed a systematic literature review following the PROSPERO (International Prospective Register of Systematic Reviews) guidelines. The review process was carried out between August and September 2024 and focused on peer-reviewed empirical studies published in English between 2000 and 2024. Searches were conducted in Web of Science, SCOPUS, and ERIC. An initial pool of over 23,114 records was screened, resulting in 585 studies that met the inclusion criteria based on titles and abstracts. These criteria included a focus on children or adolescents in basic education who face educational inequalities and/or benefit from successful interventions.
4. Data sources, evidence, objects, or materials
The review synthesizes empirical evidence from 418 peer-reviewed articles. These studies include longitudinal and cohort research involving students from vulnerable groups. The data sources span a wide geographical scope within and outside of Europe and include both qualitative and quantitative evidence on disparities in access, learning outcomes, and educational trajectories.
5. Results and/or substantiated conclusions or warrants for arguments/point of view
The review explores the multifaceted factors contributing to educational inequalities, such as socioeconomic disadvantage, language barriers, systemic discrimination, teacher bias, psychological distress, and lack of inclusive pedagogical practices. These factors intersect to limit students’ access to quality education, hinder their academic achievement, and negatively impact their emotional well-being.
Moreover, it identifies a range of evidence-based interventions that have proven effective in countering these disparities. Thse include dialogic literary gatherings, interactive groups, family education programs, culturally responsive teaching, multilingual education, and the strategic use of information and communication technology (ICT). Such actions have proven positive outcomes in students’ academic results and improvements in their general well-being, coexistence, and educational expectations.
6. Scientific or scholarly significance of the study or work
The findings underscore the importance of understanding the intersectionality of disadvantage and its role in perpetuating educational inequalities. Most importantly, it has identified a series of successful actions that are replicable in diverse contexts. These interventions show considerable potential for transnational application and sustainability, offering pathways for reducing educational inequalities.

Author

• Simona Sankalaite, Public Policy and Management Institute