Globally, efforts to build an evidence-base to support effective education have grown rapidly and widely in recent years. For example, OECD (2022) highlights evidence use in education in countries across the OECD, with particular focus on Japan, New Zealand, Norway, Portugal, Slovenia and South Africa; Brown and Malin’s (2022) collection on evidence-informed practice includes contributions from 22 countries across the world; and a current World Education Research Association network on research use in education involves a growing number of participants from every inhabited continent. Whilst these efforts all share a focus on ensuring high quality evidence is available and used in education contexts for the benefits of all children, the focus on reducing educational poverty and inequalities is typically implied rather than made explicit.