This article builds on research on teacher adaptations to students by exploring how Belgian and English national contexts influence teachers’ definitions of educational success, their explanations of educational failure, and their allocation of scarce educational resources to disadvantaged students. Ethnographic data from one Flemish (Belgian) and one English secondary multicultural school suggest that teachers in both schools adapt their expectations to students in line with the perceived ability and interests of students. However, differences between England and Flanders in how students and schools are evaluated can help to explain differences between Flemish and English teachers’ allocation of scarce educational resources and responsibility for educational success. The conclusions discuss the implications of these findings for social policy and further research.
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