Equitable education: What everyone working in education should know about closing the attainment gap for all pupils By S.Choudry, St Albans: Critical Publishing. 2021. 248 pp. £24.99. ISBN: 9781913453978

To quote Brighouse from the foreword, ‘There is nothing more important than to achieve equity for all children.’ This textbook, a guide for schools, sets out to give teachers the tools they need to do just that. The book weaves its way through the challenges of attaining equitable education via a variety of important themes, such as special educational needs and disabilities, social class, gender, and minority ethnic achievement. I was delighted to see a chapter on the often-sidelined English-as-an-additional-language students, who – as the book states – make up almost a fifth of our classrooms. Choudry highlights the impact of inequalities on the outcomes of students in educational attainment while also emphasising how these outcomes affect their life chances long after their education has finished. Although the aim of the book is practical in that it addresses the complex issue of closing the attainment gap, there is also a strong sense throughout of the moral obligation we have to provide an equitable education to our children. Part of the book's accessibility lies in the fact that the text is peppered with practical ideas and examples of case studies and best practices from schools that have had proven success in implementing equitable education strategies. For those who prefer visuals, there are engaging infographics to illustrate key concepts, such as the terms exclusion, segregation, integration, inclusion and diversity; language fluency; and medical and social models. There were fascinating sections on the history of the education of minority ethnic communities in England, and historical aspects were also explored in the context of Gypsy and Roma travellers. These additions added important contextual information to the subject matter and were articulated using sensitive language while remaining neutral and factual. Choudry tries to address the root causes and drivers of educational inequalities while providing achievable solutions to close the attainment gap. There is an emphasis on systemic change, which needs to be implemented across the curriculum and symbiotically equipoised with the ethos and leadership of the school, placing inclusion at the heart of educational institutions. Although the author suggests that the book is designed to inform and guide those working in schools, I would argue that its purpose is much broader. Having been recently introduced to this book, I have used it with my undergraduate Education Studies students, and it was received very well. Students commented that it was an ‘easy read’ and that it helped support their work. My only minor criticism is that recently published statistical data means that this textbook is due a little update, but this is, without doubt, an important book for anyone working in education and a fantastic addition to the toolkit of teachers who care.