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This paper draws upon several decades of literacy research in schools in high-poverty environments to explore what matters in young people's education. In dialogue with themes from Kevin Marjoribanks' work, such as student aspirations, family environments and teacher expectations, key insights are summarised. Referring to longitudinal case studies and a current ethnographic project, the interplay between literacy, poverty and schooling, and young people's aspirations and education outcomes is explored. Although the work of educators in high-poverty communities continues to be highly demanding, there are some schools and teachers making a durable positive difference to learner dispositions and literate repertoires. Teacher expectations and discursive practices are crucial in this process.

This paper argues that teachers' recognition of children's cultural practices is an important positive step in helping socio-economically disadvantaged children engage with school literacies. Based on 21 longitudinal case studies of children's literacy development over a 3-year period, the authors demonstrate that when children's knowledges and practices assembled in home and community spheres are treated as valuable material for school learning, children are more likely to invest in the work of acquiring school literacies. However, they also show that while some children benefit greatly from being allowed to draw on their knowledge of popular culture, sports and the outdoors, other children's interests may be ignored or excluded. Some differences in teachers' valuing of home and community cultures appeared to relate to gender dimensions.