A decade of insights into disadvantaged pupils’ needs
This is a guest blog from our friends at Manning’s Tutors.
Over the past decade, tutoring agencies and charities across the country have played a pivotal role in supporting pupils facing disadvantage, addressing their educational and emotional needs amidst evolving societal and technological landscapes. Significant developments in digital learning and delivery have increased the reach and accessibility of tutoring for pupils facing disadvantage, whilst the pupils’ needs have remained consistent. Here we examine afresh these enduring needs, drawing on insights from ten years of tutoring experience and the most recent data to provide a comprehensive analysis.
The necessity of personalised academic support
Pupils facing disadvantage require tailored, one-to-one academic support to overcome barriers rooted in socioeconomic challenges. Many face difficulties due to limited access to resources, overcrowded living conditions, or additional learning needs, such as dyslexia or attention deficit hyperactivity disorder (ADHD). These factors often result in gaps in foundational knowledge or confidence, which are harder to address in busy classrooms.
Over the past ten years, tutoring agencies have observed that personalised tutoring remains a critical intervention. Whether supporting a Year 6 pupil with mathematical concepts or aiding a GCSE candidate in mastering complex literature, individualised approach allows pupils to progress at their own pace, address specific hurdles, and build a robust academic foundation. The persistence of socioeconomic barriers, such as poverty and overstretched school resources, underscores the ongoing need for bespoke educational support to ensure equitable outcomes.
The critical role of confidence-building
Academic achievement for pupils facing disadvantage is closely tied to their self-belief. Throughout the past decade, tuition providers have consistently encountered pupils who feel unable to succeed due to early academic setbacks or external pressures. This lack of confidence, often exacerbated by socioeconomic challenges, remains a significant obstacle to progress. In 2025, as in 2015, pupils facing disadvantage require tutors who not only deliver academic content but also foster resilience and self-assurance.
Tutors act as mentors, encouraging pupils to view mistakes as learning opportunities and celebrating incremental progress. This approach is particularly vital for pupils facing additional challenges, such as family responsibilities or social exclusion. The need for confidence-building has remained constant, as economic pressures and social inequalities continue to impact pupils’ self-perception and engagement with education.
Persistent barriers to resource access
Access to educational resources remains a significant challenge for pupils facing disadvantage. A decade ago, many lacked basic materials such as textbooks or reliable internet access. While technological advancements have increased the availability of digital tools, the digital divide persists. According to a 2024 report from the Department for Education, approximately 7% of UK households with school-aged children still lack consistent access to high-speed internet in 2025, disproportionately affecting low-income families. Additionally, some pupils share devices with siblings or lack essential supplies like stationery, hindering their ability to study effectively.
This resource gap perpetuates academic disparities, as pupils without adequate tools struggle to engage with learning materials or complete assignments. Tutoring organisations and charities have worked to mitigate these barriers by providing resources, lending devices, and offering in-person support where feasible. However, the underlying need for equitable access to educational tools remains as pressing today as it was ten years ago.
The importance of stability and consistency
Pupils facing disadvantage often experience instability in their personal lives, whether due to housing insecurity, family challenges, or frequent school transitions. Over the past decade, tutoring organisations have observed that consistent academic support provides a vital anchor for these pupils. A regular tutoring schedule, delivered by a familiar tutor, offers not only educational continuity but also emotional stability. This consistency helps pupils feel secure, enabling them to focus on their studies despite external uncertainties.
The need for stability has not diminished over the years. Economic pressures, such as rising living costs, have intensified for many families, making the role of a dependable tutor even more critical. Tutoring organisations and charities strive to provide this continuity, ensuring pupils have a reliable support system to navigate their educational journey.
Addressing emotional and social needs
Beyond academic support, pupils facing disadvantage often require emotional and social encouragement. Challenges such as bullying, family stress, or feelings of isolation can significantly impact their ability to engage with learning. Over the past ten years, these pressures have remained, with the rise of social media and the lingering effects of the COVID-19 pandemic adding new complexities.
Tutors provide a supportive environment where pupils can express concerns and build resilience. While not a substitute for professional mental health services, tutors offer compassionate guidance and tailored encouragement, helping pupils navigate challenges. This holistic support remains essential, as emotional well-being is foundational to academic success.
The enduring attainment gap
The attainment gap between pupils facing disadvantage and their peers remains a persistent challenge. According to the Department for Education’s 2024 data, only 40.2% of pupils eligible for free school meals achieved a grade 4 or above in English and mathematics at GCSE, compared to 67.4% of their non-disadvantaged peers. While this reflects a slight improvement from 2015, when the figure was 33.7%, the gap remains significant.
This disparity highlights ongoing systemic issues, including poverty, limited access to extracurricular opportunities, and resource constraints in schools.
Tutoring providers play a vital role in addressing this gap by providing targeted support to help pupils achieve their potential. However, the need for such interventions has not diminished, underscoring the entrenched nature of educational inequality.
The value of strong relationships
At the core of effective tutoring lies the power of human connection. Pupils facing disadvantage benefit immensely from relationships with tutors who demonstrate genuine care and belief in their potential. Over the past decade, tutoring agencies have seen how these relationships can transform pupils’ attitudes towards learning, fostering motivation and perseverance. A tutor who takes the time to understand a pupil’s interests or celebrates their achievements, no matter how small, can have a profound impact.
This need for meaningful relationships remains unchanged, even as new delivery methods—such as interactive online platforms and AI-enhanced tools—begin to reshape tutoring practices. These innovations hold promise for increasing accessibility and flexibility, but they complement, rather than replace, the human element that lies at the heart of tutoring.
A commitment to continuity
Reflecting on the past ten years, it is evident that the needs of pupils facing disadvantage—personalised academic support, confidence-building, access to resources, stability, emotional encouragement, and strong relationships—remain as critical as ever. While emerging technologies and hybrid learning models are poised to enhance how tutoring is delivered, these core requirements endure, rooted in the human and systemic challenges that these pupils face.
Tutoring organisations and charities, often working in partnership with schools, remain steadfast in their commitment to addressing these needs, drawing on a decade of experience to provide high-quality, impactful support. As the educational landscape continues to evolve, their dedication to empowering disadvantaged pupils to achieve their full potential remains unwavering, ensuring that every pupil has the opportunity to thrive.
