How can we make the Duke of Edinburgh’s Award scheme more inclusive for disadvantaged pupils?

Humby, Tuesday (2025) How can we make the Duke of Edinburgh’s Award scheme more inclusive for disadvantaged pupils? PhD thesis, Lancaster University.

Text (2025HumbyPhD)
2025HumbyPhD.pdf - Published Version
Available under License Creative Commons Attribution-NonCommercial-NoDerivs.
Download (1MB)

Abstract

This thesis investigates the intersection of extracurricular activities (ECAs) and social justice through a qualitative case study of the Duke of Edinburgh’s Award (DofEA) within a multi-academy trust (MAT). It critically examines the Award’s potential as a mechanism for advancing educational equity. While economic barriers are frequently cited as the primary obstacle to participation, this research challenges that assumption by revealing the equally significant roles of peer relationships, cultural familiarity, and recognition in shaping pupil engagement. By elevating the underrepresented voices of disadvantaged pupils to reveal nuanced barriers to ECA participation, this research adds to the growing evidence base that highlights the importance of ECAs in fostering belonging and identity, particularly among young people from disadvantaged backgrounds. Drawing on Nancy Fraser’s tripartite framework, encompassing economic, cultural, and political dimensions, this research critically examines how school based interventions often operate as affirmative remedies, addressing superficial inequalities without confronting underlying structural injustices. While initiatives such as Pupil Premium Grant (PPG) funding are used by school leaders to alleviate financial barriers, this study finds they fall short in addressing the deeper sociocultural and political factors that constrain meaningful participation. Ultimately, the study argues that while schools alone cannot resolve structural injustice, they can play a critical role in mitigating its effects. Practical recommendations are offered to support school leaders in fostering more inclusive models of engagement. This thesis thus contributes to broader conversations about educational inequality, agency, and the transformative potential of ECAs.