New research conducted across England has revealed significant educational disparities faced by children with caregiving responsibilities, highlighting a troubling 35% reduced likelihood for these young carers to achieve the expected standards in reading, writing, and mathematics by the conclusion of primary school. This pioneering study, published in the International Journal of Educational Research, represents the first comprehensive national investigation that integrates self-reported caregiving statuses with official educational records, providing an unprecedented insight into the ways caregiving burdens impact academic achievement.
The research was a collaborative effort involving experts from Anglia Ruskin University, City St George’s University of London, and University College London, who leveraged linked datasets from the UK Household Longitudinal Study and the Department for Education’s National Pupil Database. This linkage facilitated an in-depth longitudinal analysis of students’ academic trajectories from 2009 to 2018, spanning both Key Stage 2—covering primary education—and Key Stage 4, marking the end of secondary education. The methodological rigor ensures adjustments for a variety of sociodemographic factors, including but not limited to familial income, special educational needs and disabilities (SEND), and neighborhood deprivation, thus isolating the impact of caregiving on educational outcomes.
Empirical findings indicate that young carers not only lag behind their peers in early academic benchmarks but also experience a cumulative educational penalty that deepens through adolescence. At Key Stage 2, these children were conspicuously less likely to meet expected proficiencies in essential literacy and numeracy skills. Progressing to the GCSE level at Key Stage 4, the disparities became even more pronounced: carers obtained approximately 13% fewer GCSEs overall and secured 60% fewer top-tier (A* or A) grades. These academic gaps persisted despite controlling for socio-economic status, illuminating that caregiving responsibilities impose unique educational challenges beyond economic disadvantage.
In addition to attainment gaps, attendance patterns among young carers further exacerbate educational inequities. Data show that these children missed an average of 7.5 school days annually during primary education compared to 6.1 days for non-carers, and this discrepancy widened during secondary schooling—13.5 days versus 10.4 days. Moreover, persistent absence, defined as missing at least 10% of scheduled school sessions, was significantly higher among young carers, with rates of 5.8% versus 3.7% in primary school and 24.5% against 19.1% in secondary school. Both authorised and unauthorised absences were elevated in this group, suggesting that caregiving responsibilities create substantial barriers to consistent school attendance.
The prevalence of young carers is notable, constituting 12.8% of pupils at Key Stage 2 and 10.6% at Key Stage 4 within the studied cohort. Demographically, these children disproportionately hail from single-parent households, lower-income brackets, and qualify for free school meals. They are also more likely to have special educational needs or disabilities. However, the persistence of lower academic performance and elevated absenteeism after adjusting for these factors underscores that caregiving itself imposes a discrete burden, affecting educational engagement and outcomes through mechanisms possibly related to time constraints, emotional stress, and the dual role of caregiver and student.
From a policy perspective, the authors urge the explicit recognition of young carers as a vulnerable population within educational frameworks. The study advocates for integrated support systems bridging schools, social care, and health services to effectively address the multifaceted needs of these children. Practical interventions proposed include the establishment of trusted identification protocols within primary education to ensure early recognition, flexible assessment and homework arrangements tailored to accommodate caregiving demands, and targeted attendance initiatives designed to reduce absenteeism among carers.
Co-author Dr. Alejandra Letelier, a social epidemiologist at Anglia Ruskin University, articulates the critical implications of these findings: “Too many children are trying to learn with one hand tied behind their back. Our analysis shows the educational penalty of caring starts in primary school and becomes entrenched by GCSEs, and it cannot be explained away by poverty.” Her remarks underscore the urgency to not only spotlight this overlooked demographic but also implement systematic, compassionate strategies that mitigate the educational cost of caregiving.
This research contributes important new knowledge to the intersecting domains of education, social care, and public health, highlighting the complex interplay between caregiving roles and academic achievement. Future investigations may delve deeper into mental health outcomes, longitudinal career trajectories, and the efficacy of specific intervention models aimed at supporting young carers. The comprehensive use of linked administrative data exemplifies a robust approach to studying vulnerable populations, offering a blueprint for subsequent studies internationally.
As educational systems grapple with increasing demands to accommodate diverse student needs, the insights offered here demand concerted attention from policymakers, educators, and social service professionals. Recognising the additional time and emotional burdens borne by young carers is essential for creating equitable learning environments that nurture their potential rather than hinder it. The societal imperative is clear: to support these children in balancing their indispensable caregiving roles with the right to a fulfilling education, thereby fostering resilience and breaking cycles of disadvantage.
In sum, this groundbreaking study not only quantifies the academic penalties experienced by young carers across England but also charts a path forward for comprehensive, collaborative support. The findings illuminate how caregiving responsibilities impose unique and profound challenges that extend well beyond economic deprivation, necessitating bespoke educational policies that recognize and address the specific vulnerabilities of young carers. This research amplifies the voices of a critical yet under-recognized population and calls for actionable change to transform educational equity in the UK and beyond.
Subject of Research: People
Article Title: Young carers and inequalities in educational attainment and school engagement: Evidence from the UK household longitudinal study linked to the national pupil database
Web References: https://www.sciencedirect.com/science/article/pii/S0883035525004008?via%3Dihub
References: DOI 10.1016/j.ijer.2025.102928
Keywords: Educational attainment, Caregivers, Home care, Social sciences, Social research, Children, Young people, Minority students
