Abstract: This article outlines the findings from a study that investigated the nature, composition and culture of schools operating in difficult contexts in three regions in Russia. This research study aimed to identify the external and internal causes of persistent underperformance in schools that operate in difficult social contexts. Its prime purpose was to identify the external and internal factors that contributed to lower achievement. The article outlines the main findings from the study and concludes by offering suggestions of the type of interventions that could assist schools in securing higher achievement even in the most challenging contexts.