There is no single 'solution' to the 'problem' of under-achievement in school science by certain groups. Such under-achievement is strongly connected to the ways that society views the members of these groups. It is not enough for schools to be isolated islands of good practice; they need to help students critically reflect on the world inside and outside of school, and then equip students with the necessary tools to deal with this world. A number of strategies are suggested for use in schools to help pupils and students from groups which often underachieve to get more from their science lessons
