The equality duties and schools

Ipsos research for the Equalities and Human Rights Commission (EHRC) examines the effects of the new equality duties in schools.

Newly published Ipsos research for the Equalities and Human Rights Commission (EHRC) examines the effect of the new equality duties in schools in England and Wales. Schools report that the duties are creating more positive outcomes for pupils including better access to facilities, feeling valued, developing higher aspirations, narrowing gaps in performance and participation in sports.

The report is accompanied by in-depth case studies and a paper which makes recommendations for key organisations in the new policy landscape in education.


Technical note

The research project consisted of four methodological strands:

  1. Scoping interviews with key education stakeholders to explore expert perspectives on promoting equality in schools and to identify the key issues for schools in implementing the equality duties.
  2. A review of materials to critically examine policy and literature relating to school implementation of the equality duties and improving pupil outcomes, in order to identify the main themes and approaches being used (including examples of good practice), and any gaps between policy and practice.
  3. Quantitative telephone survey of maintained primary schools, secondary schools, special schools and Pupil Referral Units (PRUs) in England and Wales, plus a booster survey of Academies. Ipsos conducted 503 telephone interviews from 7 June to 20 July 2010  using Computer-Assisted Telephone Interviewing (CATI).
  4. Qualitative research during September and October 2010 involving follow-up telephone in-depth interviews and one case study visit with a selection of schools that had taken part in the quantitative survey and had agreed to be re-contacted.

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