Abstract This paper explores the significant phenomenon of decreasing pupil numbers in England due to lower birth rates and the impact of a school closure on a school community. It then discusses how the sociology of education might research this major issue. Across England, and particularly in London, falling pupil numbers have resulted in nearly 100 permanent school closures in the last five years, with many more schools at risk. Our analysis shows schools that have closed are disproportionately those in deprived areas and smaller schools. This is an under‐researched area in England, with the existing analysis largely quantitative. The paper is structured in two parts, presenting a case of one school closure, followed by a research agenda for future work. Part I draws on an exploratory qualitative study of one primary school closure to examine the range of social impacts on children, parents, teachers and local community members. This analysis is guided by a theoretical framework based on Bourdieu's capitals and the concept of spatial injustice. Our findings demonstrate the significant impact of a school closure on a disadvantaged community, and how powerless those already marginalised felt to challenge and navigate the closure process. These findings and the international literature inform Part II, which sets out some key questions for research on this emerging phenomenon and calls for more in‐depth research with communities affected by falling pupil rolls. Finally, we set out the potential policy implications of this major issue.
Fagan et al. (Wed,) studied this question.