Following last week’s Independent Inquiry into White Working-Class Educational Outcomes, Stefan Colley explains how young people lack opportunities, confidence and networks, not ambition, and more importantly the work undertaken by universities to support them and enable those aspirations.

The publication of the Independent Inquiry into White Working-Class Educational Outcomes should prompt more than another debate about attainment. It should encourage us to question some of the assumptions that have shaped education policy for decades.
One of the inquiry’s key recommendations is to make reading fluency in primary school a national priority for white working-class children. It is an important recommendation. Reading opens doors to learning, opportunity and participation in society. But reading does not develop in isolation. Children become confident readers through language-rich environments, meaningful conversations and opportunities to ask questions, explain ideas and develop their vocabulary. Literacy and oracy are not competing priorities—they are mutually reinforcing.
The inquiry also challenges another assumption that deserves reconsideration. For too long we have spoken about “raising aspirations”, implying that young people from disadvantaged communities simply need to dream bigger. In reality, most young people already have aspirations for themselves and their futures. What too many lack are the opportunities, confidence, networks and experiences to translate those ambitions into reality. Our task is not to raise aspirations, but to enable aspiration.
This is where universities have an important civic role. Too often they are viewed simply as destinations for school leavers or institutions focused on recruitment. In reality, universities can act as long-term partners within their communities, working alongside schools, further education colleges, employers, local authorities and charities to improve place based outcomes. Their contribution begins long before a UCAS application is submitted.
At Canterbury Christ Church University, this philosophy underpins our work with schools across Kent and Medway. Through sustained, evidence-informed programmes such as Change Makers and Inspiring Minds, we help young people develop confidence, communication, critical thinking and a sense that their voice matters. Pupils explore real-world issues, engage with employers and elected representatives, and develop the communication skills that underpin stronger literacy and lifelong learning. Our leadership as founders of the National Oracy Forum reflects the same belief: that spoken language is fundamental to educational success, social mobility and participation in society.
If today’s inquiry leads to one lasting change, it should be a broader understanding of what helps young people succeed. Reading fluency matters enormously, but so too do confidence, communication, sustained partnerships and the opportunity to realise ambitions that already exist. Universities should be recognised not simply for the students they recruit, and the graduates that contribute so much our our society, but for the role they play as civic anchor institutions, enabling aspirations and working with partners to improve place-based outcomes for the communities they serve.

Stefan Colley is Interim Director of Student Recruitment and Outreach.