Education is a matter of justice

In §§68–72, Pope Leo traces the Church’s history of educating children whose opportunities were restricted by poverty. He writes: “the education of the poor is not a favor but a duty” (§72). This asks a board to look beyond whether a place is available to whether the child can genuinely take part and thrive.

Poverty has more than one face

The exhortation describes material, social, cultural and other forms of poverty (§§9–13). A school should attend to the circumstances of its own families without making assumptions about what disadvantage looks like or treating a label as the whole story of a child.

Listen with families, not simply about them

Pope Leo asks the Church to recognise the experience and insight of people who live with poverty (§§100–104). For governors, this means checking whose voices inform the school’s decisions and whether seeking help is dignified and straightforward.

Faith should be visible in decisions

The exhortation describes Catholic schools as places of inclusion, integral formation and human development (§72). Its challenge reaches budgets, policies, curriculum and partnerships as well as acts of personal kindness.

1. Who encounters a barrier?

Challenge

Which pupils participate less fully in learning, worship, trips, clubs or leadership opportunities? What do we know from attendance, achievement, behaviour, participation and pupil and family voice—and whose experience is missing?

Support

Help leaders gather proportionate evidence, including confidential feedback, and make inclusion a clear priority in the improvement plan.

2. What does a school day cost?

Challenge

Do uniform, meals, transport, devices, trips, contributions or special events create hidden pressure? Can a child take part without a family having to disclose hardship publicly?

Support

Review charging and subsidy decisions, protect a discreet route to help and budget for access to the full life of the school.

3. Are expectations joined to help?

Challenge

When attendance or attainment is low, do we understand the barriers before deciding the response? Do we see whether support changes a pupil’s experience and progress over time?

Support

Ensure leaders have capacity for early conversation, tailored teaching and partnership with relevant services; review what works rather than only what was offered.

4. Is access genuinely inclusive?

Challenge

Where poverty overlaps with SEND, disability, language needs, care experience or housing instability, are plans coordinated around the child? Are we careful not to equate SEND with poverty?

Support

Resource adaptive teaching and pastoral care, and bring the right staff and partners together while respecting confidentiality.

5. How do families experience us?

Challenge

Can parents raise a difficulty without shame? Are communication, meeting times and access to support workable for families with different circumstances? What have families told us about trust?

Support

Back welcoming, accessible communication and ways to hear families directly; act on feedback and report what changed.

6. Where do our resources go?

Challenge

Does the budget reflect our mission and the actual needs of children? What impact has spending intended to reduce disadvantage had on participation, learning and belonging?

Support

Set realistic priorities, give leaders room to adjust provision, and use governor oversight to sustain successful work beyond a single grant or initiative.