The Sutton Trust's "Recruitment Gap" (see ED601203) powerfully demonstrated the impact of levels of disadvantage in a school can have on teacher recruitment and retention. This dynamic of segregation is fundamental to many of the divides in the education system and Britain's lack of social mobility. More schools with socio-economically balanced intakes would address many of the problems in the school system and improve social cohesion more generally, as well as helping to make the system of school choice work for families of all backgrounds. The Sutton Trust has consistently advocated for national policy change in this area, and altering the school admissions code "could" make a significant impact on segregation. But power doesn't just lie with government. Academisation in England has meant that schools themselves have increasing levels of autonomy, and a large proportion now control their own admissions policies. Schools, along with multi-academy trusts and local authorities, have to the power to drive change themselves. There is no doubting the level of challenge involved in seeking to alter this dynamic, but the potential benefits are substantial. Complementing the Trust's longstanding work on this issue, this research brief looks at how schools themselves view the issues of social segregation and social selectivity, the barriers to change, and the potential impacts of reform.