An inquiry into socio-economic status and social policy's influence on Scotland's education attainment gap

Abstract

This study aims to amplify the voices of teachers and young adults in Scotland regarding their lived experiences of education, seeking to identify issues relating to socio-economic status and access to higher education in Scotland. The qualitative method of semistructured interviewing in this research aims to bring real-life experience and add to the current information on individuals from middle class and working class back-grounds, using eligibility for Lothians Equal Access Programme for Schools (LEAPS), criteria from The Scottish Index of Multiple Deprivation (SIMD), and also the state and private sectors of Scottish education systems, which act as a platform for socialising young adults within a legitimised social space.