1.3. Evaluate the factors that can contribute to low achievement by children and young people

This guide will help you answer 1.3. Evaluate the factors that can contribute to low achievement by children and young people.

Low achievement in children and young people can have a significant impact on their future opportunities and well-being. Various factors can affect their ability to reach their potential, and these factors often interact with one another, increasing the complexity of their challenges. In this guide we cover the most common contributors.

Family Environment

The family environment plays a significant role in a child or young person’s development. The home is often the first learning environment, and family circumstances may positively or negatively affect their achievement.

A lack of parental engagement in a child’s education, such as limited support with homework or an absence of encouragement, can lead to lower academic performance. Some parents may disregard education due to negative experiences themselves or may prioritise other responsibilities, like work or providing basic needs.

Parental mental health issues, substance abuse, or domestic violence can also create a chaotic home environment. This can affect emotional well-being and focus in school. Similarly, children who act as young carers for parents or siblings might experience additional stress and fatigue. Balancing school commitments and caring responsibilities can result in lower energy for studies and reduced attendance.

Socio-economic Status

Children and young people from lower-income families often have fewer resources, which can contribute to lower achievement. Families experiencing poverty may struggle to afford basic essentials, such as food, uniforms, school supplies, or educational tools like books and computers. Financial difficulties may also mean children attend schools with fewer resources, larger class sizes, or fewer specialist teachers.

Hungry or malnourished children may find it difficult to concentrate in class. A lack of stable housing can result in frequent moves, and thus, multiple school changes. Each move can disrupt learning and the opportunity to form meaningful connections with peers and teachers.

Socio-economic disadvantage not only limits material resources but can also reduce access to extracurricular activities. Activities such as sports, drama, or music clubs help to develop new skills, socialise, and build confidence—factors that positively enhance achievement.

Education System Inequalities

Schools themselves can contribute to low achievement through practices and policies that fail to support diversity in learners’ needs. Classrooms where teacher expectations are lower for certain students, especially those from minority or disadvantaged backgrounds, risk creating what is called a “self-fulfilling prophecy.” If a teacher implicitly believes a child is less capable, the child may internalise this belief and exert less effort or disengage.

Inadequate support for children with additional learning needs (e.g., dyslexia, autism, ADHD) or health conditions further impacts achievement. Children and young people requiring specialist interventions may be left behind in mainstream classrooms if support plans are not implemented properly. Overworked teachers or lack of training in special educational needs may also lead to unmet individual requirements.

Schools that lack funding may also have limited resources for things like small group tutoring or additional programmes to support children lagging in specific areas like literacy or numeracy.

Mental Health Issues

Children and young people who struggle with mental health can face significant barriers to achievement. Anxiety, depression, or low self-esteem can make it hard to focus in lessons, participate in classroom discussions, or complete homework. For some, it can lead to school refusal.

Bullying, either at school or online, is a leading cause of mental health struggles in young people. Victims of bullying may feel isolated, unworthy, or fearful, which can impact their ability to concentrate on academic work. If a school does not have effective anti-bullying policies, students may feel unsupported.

Stress related to schoolwork, exams, and performance pressure can also result in “burnout.” This can reduce motivation and leave children feeling overwhelmed. Without interventions, these feelings can lead to long-term underachievement.

Language Barriers

Students who speak English as an additional language (EAL) face unique challenges. Starting school with limited proficiency in English can hinder a child’s understanding of lessons and instructions. Younger pupils may need extra time to learn the basics of language, while older EAL learners might struggle with more complex academic vocabulary.

Without effective support, language barriers may prevent children from participating fully in classroom discussions or accessing the curriculum, even if they have strong potential in other areas.

Cultural differences may also lead to misunderstandings between the pupil, peers, and teachers. This could create a sense of exclusion or discourage engagement, further affecting their confidence and attainment.

Disrupted Learning Experiences

Children and young people with disrupted education are at greater risk of falling behind. Several factors can contribute to disrupted learning:

• Children in care may change foster placements frequently, leading to multiple school transitions.
• Refugee or asylum-seeking children may have spent time out of formal education during displacement.
• Health issues, including hospital stays or chronic conditions, can result in prolonged absences from school.

Interruptions in learning make it harder to follow the curriculum, build relationships, or develop the consistency that supports achievement. Catching up in these situations often requires tailored academic and pastoral support.

Social and Peer Group Influences

Children and young people are influenced by their peers. Negative peer pressure can contribute to low achievement when students form friendships with individuals who do not value education. Being in a group where poor behaviour is normalised can lead to disengagement with learning and frequent disciplinary actions.

Fear of being labelled as “different” may discourage high-achieving students from excelling, especially if classmates view academic success as “uncool.” In these cases, children or young people may underperform to fit in socially.

Discrimination and Stereotyping

Prejudice and stereotypes can significantly affect achievement. Racial or cultural stereotypes may cause teachers to unintentionally treat certain students differently, such as offering fewer opportunities or support. Gender-based stereotypes may also influence subject choices and academic expectations. For example, girls might be discouraged from pursuing STEM subjects (science, technology, engineering, and maths).

Experiencing discrimination lowers self-esteem and engagement. If students feel that their teachers or peers view them unfairly, they may lose motivation or belief in their abilities, leading to lower performance.

Limited Role Models

Access to positive role models is an important motivator for children. In cases where children do not see successful adults who resemble them—whether by background, race, gender, or profession—they might doubt that success is achievable for themselves.

A lack of inspiring role models within their social or school environment might also distance children and young people from aspirations needed to support high achievement. For example, in deprived areas where unemployment is common, educational success may not seem like a route out of poverty if no one else pursues it.

Health and Developmental Factors

Physical health directly impacts achievement. Children with chronic illnesses may miss school frequently. Even minor conditions, like untreated vision or hearing issues, can hinder focus and participation in class.

Developmental delays or learning disabilities that are not promptly identified can delay academic progress. Early years education is critical as it lays the foundation for literacy, numeracy, and social skills. Children who miss out on quality early education are more likely to fall behind in later stages.

Technology and Screen Time

Overuse of technology can lead to distractions that prevent children and young people from achieving their goals. Excessive screen time—whether using smartphones, gaming, or watching videos—can disrupt sleep patterns, reduce attention spans, and cut into time spent on homework.

Social media can also negatively affect mental health by creating feelings of inadequacy, anxiety, or isolation. These emotions can lead to disengagement from school and lower overall performance.

Final Thoughts

Low achievement by children and young people often results from a combination of factors. Socio-economic circumstances, family upbringing, health and developmental issues, and experiences at school all play a significant role. It is important to identify these contributing factors early and create targeted interventions to address them. Providing supportive environments tailored to individual needs can improve engagement and reduce barriers to success.