What factors impact attainment during the secondary school years?

About the study

This report presents the findings of a rapid literature review aimed at supporting the Growing Up in the 2020s study. It focuses on academic attainment, primarily measured by standardised assessments, in English and Maths GCSEs (or national equivalents), as well as academic progress measured by the difference between assessments at different points in time.

The literature review aimed to identify the full range of factors known to affect the attainment and outcomes of secondary school pupils, how risk factors can be mitigated, which protective factors can be successfully implemented, and whether there are any gaps in understanding of the interplay between these factors and outcomes for secondary school pupils.

Findings

The review provides evidence of a strong positive association between attainment and pupil’s cognitive capabilities.

• There is also growing evidence of a strong positive association between attainment and pupils’ non-cognitive capabilities, especially conscientiousness, motivation, self-perception of abilities and social-emotional skills.
• Certain aspects of a pupil’s physical health are positively associated with attainment outcomes, including engaging in regular physical activity and maintaining a healthy diet. On the other hand, engagement in risky behaviours, such as smoking and alcohol use, is a risk factor for poorer attainment. The review provides a wealth of evidence for the negative association between pupils’ attainment and presence of mental health problems, including depression and hyperactivity disorder.
• The review provides evidence of a strong negative association between attainment outcomes and indicators of vulnerability, such as having a special educational need, being looked after, or identified as children in need (CiN). 
• This review provides consistent evidence of a strong negative association between attainment outcomes and low socio-economic status (SES), including poverty and low income, low parental education, parental unemployment and low occupational status, and neighbourhood deprivation.
• Use of digital technology can be either a risk or a protective factor for young people’s attainment, depending on how it is used.
• Young people’s attainment can be positively influenced by their experiences of school and the attainment gap appears to be influenced by both between-school and within-school factors.
• School attendance is an essential and well-evidenced ingredient for high attainment. There is also evidence that high teacher expectations and pupil aspirations are important and can be facilitated by positive leadership, teaching and enriching activities.

Methodology

The rapid review is based on systematic searches conducted in Autumn 2022. It prioritised literature published between 2012 and October 2022 and research-based literature reviews, meta-analyses and longitudinal studies conducted in the UK. However, it also included international evidence from meta-analyses and systematic reviews where topically relevant. 

The review team identified 362 potentially relevant records which were coded for relevance based on the abstract/summary, resulting in a shortlist of 96 items. The shortlist was checked with the Department for Education, collaborators and experts and recommendations were added. A total of 106 items of literature were fully appraised against a common template and form the evidence of this review.