Abstract
This article reports the result of a project that considered the extent to which secondary school children in one area of Pakistan attend schools with others like them. The focus was on indicators of possible disadvantage such as low socio-economic status and learning difficulties. The sample was 100 schools in the Lahore district in Punjab, Pakistan. Evidence included a survey of these schools to discover their reported pupil intakes, and interviews with head teachers. The pupil intakes to each school were converted to a number of segregation indices, including the dissimilarity index, and the results compared to the type and location of schools. Pakistan, as judged by this region, has a relatively high level of socioeconomic-status (SES) segregation between schools, especially in urban areas - higher than many other countries including the UK. The segregation of pupils with special educational needs (SEN) is largely explicable by their clustering in special schools rather than being included in mainstream settings. The study also looks at further breakdowns by area and school type, and possible reasons for the patterns that emerge. The school mix has implications for education and social justice.