This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. The book addresses these issues through three main themes around which it is organised: `What are our (better) explanations for the persistent nature of educational inequality?'; `What do we know about how schools and teachers can actually improve educational engagement and success in schools serving vulnerable communities?'; and `How might we reframe research, policy and practice in the future?'. Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking by exploring different explanations and approaches to school change and considering how research, policy and practice might be re-framed.