This chapter explores Nancy Fraser’s conceptualisation of social justice as parity of participation, drawing from her political science works. We describe how parity of participation implies all people having unobstructed access to equal participation in terms of access to wealth, access to status and access to political representation. While her works concern adults in social contexts, we argue that this lens onto social justice can be usefully employed to analyse children’s experiences of schooling too. This approach is especially useful in relation to children designated as ‘lower-attainers’ because of the high risks of their marginalisation in terms of participation in many aspects of schooling. The three aspects of injustice—that is, lack of parity of participation—include, according to Fraser, maldistribution, misrecognition and misrepresentation. In this book, we emphasise the second of these and explore in depth the circumstances that exacerbate the children’s sense of misrecognition (status subordination).