TY - JOUR

T1 - Factors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK: A Systematic Review

AU - Williams, Margiad

AU - Clarkson, Suzy

AU - Hastings, R.P.

AU - Watkins, Richard

AU - McTague, Phil

AU - Hughes, Carl

N1 - This study was funded by the Regional School Effectiveness and Improvement Service for North Wales

PY - 2022/4/11

Y1 - 2022/4/11

N2 - Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this systematic review was to identify factors from middle childhood (6–12 years) that are associated with academic attainment at 15–17 years. Ninety UK studies met the inclusion criteria. Factors identified related to the student, socioeconomic, academic attainment, and the school. The quality of studies was generally rated as poor, and evidence for most factors was sparse, suggesting caution in interpretation. The middle childhood factors with the strongest evidence of association with later attainment were: prior attainment at the student level, student mental health, and gender. Generally, the results supported UK Government guidance on narrowing the education inequality gap although there was a lack of high-quality studies. The findings could be potentially useful for policymakers and schools in making decisions on effective interventions, policy choices, and funding allocations, particularly in the context of a socioecological framework. However, further research is needed in this area.

AB - Success in adult life is associated with end of school academic attainment, but educational inequality is a major issue in the UK. Contextual background factors and personal attributes associated with student academic attainment have been identified in cross-sectional research. However, there has not been a systematic synthesis of these factors from longitudinal studies particularly with a focus on factors from middle childhood. The aim of this systematic review was to identify factors from middle childhood (6–12 years) that are associated with academic attainment at 15–17 years. Ninety UK studies met the inclusion criteria. Factors identified related to the student, socioeconomic, academic attainment, and the school. The quality of studies was generally rated as poor, and evidence for most factors was sparse, suggesting caution in interpretation. The middle childhood factors with the strongest evidence of association with later attainment were: prior attainment at the student level, student mental health, and gender. Generally, the results supported UK Government guidance on narrowing the education inequality gap although there was a lack of high-quality studies. The findings could be potentially useful for policymakers and schools in making decisions on effective interventions, policy choices, and funding allocations, particularly in the context of a socioecological framework. However, further research is needed in this area.

KW - United Kingdom

KW - academic attainment

KW - factors

KW - middle childhood

KW - student

U2 - 10.3389/feduc.2022.849765

DO - 10.3389/feduc.2022.849765

M3 - Review article

VL - 7

JO - Frontiers in Education

JF - Frontiers in Education

M1 - 849765

ER -