Abstract
IMPACT This article assesses possible unintended consequences of a targeted funding model for school education by analysing a Scottish Government policy operationalized via the Pupil Equity Fund (PEF) allocated directly to Scottish schools. Analysis herein reveals implementation of new funding and governance structures within school education may introduce social risks and, in particular, that a targeted policy approach can frustrate a holistic approach and thereby constrain achievement of intended policy objectives. This analysis utilizes a unique read-across between disciplines and contributes to the study of policy-making in public services by exploring contextual risk management frameworks with that of school improvement.
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