The aim of the study is to show the impact of low social status and sociocultural disadvantages on children’s educational opportunities. Particular emphasis is placed on disadvantaged small settlements, which often have less favorable indicators, which is also reflected in educational institutions: the proportion of disadvantaged students is high, and their development is often ineffective with traditional pedagogical methods.  The study is based on a systematic literature review, which includes international Q1 and Q2 journals as well as domestic studies. The results highlight that the education system has a dual function: it can both mitigate and reproduce social inequalities. Socio-cultural disadvantages consist of complex factors – low parental education, existential insecurity, unstable family structure, minority status, segregation – all of which reinforce each other’s effects at the systemic level. Language use plays a key role, as the use of a limited language code is a disadvantage in school participation and performance.  The socio-economic status of the family, early childhood development opportunities, and cooperation between school and family are determining factors in educational success, so improving equal opportunities for disadvantaged students requires a long-term, systemic approach in which schools, families, and communities all play a key role.