A pre-requisite to benefit from all school-related Foundations for Success is to be in school, therefore, access pertains to equity: do children from various sub-populations differ in their access to inclusive environments, quality instruction, learning time and material resources? Thus, access also has to do with equality: do children from various sub-populations differ in their distribution of attainment and performance? They are mainly from rural settings, and more likely to be girls. Youth with disabilities and those belonging to minority ethnic, linguistic or religious groups are also more likely to be oul-of-school. All of these factors are usually confounded with poverty (Carr-Hill, 2015).