本文主旨乃探究英格蘭地區近幾年補救教學政策之發展，以及在中小學所實施的現況。筆者透過分析在階級和族群兩大面向所構成的社會不利因素下，發現造成需要補救教學的學生主要來自於中下階級的白種人、英國過去殖民地的新住民，以及近年來大量從東歐及中東移入的勞工及難民。另外，本文針對英格蘭補救教學政策的論述主軸分別從社會正義、弱勢教育、教育品質以及國際競爭四大要素切入。以社會正義而言，英格蘭政府近年出版的報告書除了探討社會正義的議題之外，同時亦從社會正義的角度論辯如何透過教育，包含補救教學，縮小社會差距。以弱勢教育的關懷角度而言，英格蘭開始關注弱勢族群與移民家庭的子女無法完成最低教育程度的風險。以教育品質及國際競爭因素而言，英國近年參與國際大型教育測驗結果與排名似乎不甚理想。為免該國學生未來國際競爭力落後，於此同時，英格蘭教育部也展開補救教學方案。

This article is mainly to analyze the development of remedial teaching policies in England and the implement of remedial teaching in primary and high schools in a couple of years. The two key factors of class and race are argued in this article, which causes many problems, such as educational inequality, in educational settings. It is also found that the remedial teaching is adopted to more and more lower-class white students, students of former British colonies, and students of labors and refugees from East Europe and Middle Asia. Besides, the four issues of social justice, disadvantaged education, educational quality and international competition are employed to discuss the remedial teaching in England.