What is socio-economic background?
Socio-economic background (SEB) refers to the social and economic circumstances that someone grows up in. This can include factors such as:
- Household/Family income,
- Parents’ education
- Occupation,
- Type of school attended,
- Housing situation, and
- Access to resources and networks.
SEB is often closely linked to social class. Discrimination or prejudice based on socio-economic background is sometimes referred to as classism. SEB is not a protected characteristic under the Equality Act 2010; however, it can intersect with protected characteristics and other factors, potentially compounding the impact of disadvantage or discrimination experienced by individuals.
Although socio-economic background is not always visible, it can shape a person’s opportunities, confidence, sense of belonging, and experience within higher education.
What can incidents relatingto SEB look like?
Incidents relating to socio-economic background can be obvious or subtle. They may take the form of jokes, assumptions, exclusion, or structural barriers such as systems or practices that unintentionally make it harder for people from some backgrounds to access opportunities. Some examples of incidents might include:
- Comments such as, “You don’t sound like you went to a state school,” or “You speak very well for someone from that area.”
- Jokes about “posh” accents or mocking regional accents.
- Assuming someone’s intelligence, ambition, or competence based on the school they attended.
- Surprise or disbelief when someone from a lower-income background studies at a prestigious university.
- Social events that assume everyone can afford expensive meals, trips, or formal wear.
- Networking spaces that rely on “who you know” rather than transparent access.
Sometimes, these comments are framed as compliments. However, they can reinforce stereotypes and make people feel different, judged, or out of place.
What impact can this have?
- Feeling like an outsider or not “fitting in”
- Imposter syndrome (persistent feeling of not being good enough despite your achievements)
- Pressure to hide aspects of one's identity
- Reduced confidence in academic or professional spaces
- Financial stress compounded by social expectations
How can we challenge class-based incidents?
Creating an inclusive university environment requires shared responsibility. Here are some ways we can respond:
- Reflect on our assumptions and biases (owning responsibility)
- Be mindful of our language
- Consider accessibility by ensuring opportunities, events, and support systems are inclusive of students from all socio-economic backgrounds
- Challenge respectfully
- Seek support (in response to victimization)
What can you do if you experience this?
- Speak to your tutor, line manager, college staff member, or trusted colleague.
- Keep a record of what happened, including dates, locations, and any witnesses.
- Access University wellbeing and support services if the incident has affected you.
- Report the incident through Report + Support.
It is important to note that the University distinguishes between bullying and harassment, personal disputes, and lawful freedom of expression. Housemate disagreements about living arrangements, costs, or responsibilities would not normally fall under the Student Complaint Procedure.
In such circumstances, students are encouraged to use the Durham Students Union’s ‘Living with Friends’ guidance or seek mediation through the University’s Concerns, Bullying and Harassment Advisors, who act as a first point of contact for those who feel they have experienced, or have been accused of, harassment or bullying.
How can Report + Support Help?
- Report + Support allows students and staff to report incidents anonymously or with their contact details. If you choose to provide your details, an adviser can discuss available support and options with you.
- Remember to let us know if socio-economic background is relevant to the incident you are reporting about. This helps the University better understand the lived experiences of our communities, informing the development of evidence-based interventions to address and prevent issues proactively.