New research has found that children in England with caring responsibilities are 35% less likely than their peers to reach the expected standard for reading, writing and maths by the end of primary school.
The study is a collaboration between researchers from Anglia Ruskin University, City St George’s, University of London, and University College London, and is published in the International Journal of Education Research . It is the first to examine self-reported caring alongside official education records on a national scale.
It found that young carers consistently show educational disadvantages compared to non-carer peers at both Key Stage 2, the end of primary school, and Key Stage 4, the end of secondary school.
Researchers analysed data from Understanding Society (the UK Household Longitudinal Study) linked to the Department for Education’s National Pupil Database, covering pupils in England between 2009 and 2018. They found young carers were less likely to meet expected standards at Key Stage 2 and, by Key Stage 4, secured fewer and lower‑grade GCSEs, even after taking account of background factors such as family income, special educational needs and disability (SEND), and neighbourhood deprivation.
At the end of primary school, young carers were 35% less likely to reach the expected standard across reading, writing and maths. By GCSEs, young carers achieved 13% fewer GCSEs overall and 60% fewer A* or A grades. They were also 57% less likely to secure at least one A*–C grade and significantly less likely to achieve the English component of the EBacc, even after adjustment for socio-economic factors.
Young carers missed an average of 7.5 school days a year in primary (compared to 6.1 for non-carers) and 13.5 days in secondary (compared to 10.4). Rates of persistent absence – classed as missing at least 10% of sessions – were higher at both stages: 5.8% vs 3.7% in primary and 24.5% vs 19.1% in secondary. Carers recorded more authorised and unauthorised absences and these patterns remained when accounting for pupil and family characteristics.
The study estimates that young carers comprised 12.8% of the Key Stage 2 sample and 10.6% at Key Stage 4. Carers were more likely to live in single‑parent, lower‑income households, qualify for free school meals and have SEND. However, a disadvantaged background did not fully explain lower attainment at GCSE or the higher absence seen across both key stages.
The researchers call for young carers to be explicitly recognised as a vulnerable group in education policy, with coordinated support across schools, social care and health services. Practical suggestions include trusted identification routes in primary settings, tailored homework and assessment flexibility, and targeted attendance interventions.
Co-author Dr Alejandra Letelier , a social epidemiologist in the School of Allied Health and Social Care at Anglia Ruskin University (ARU), said: “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.
“Schools and services need to identify young carers early, monitor attendance carefully and offer practical, flexible support so caring does not cost them their future.”
International Journal of Educational Research
Data/statistical analysis
People
Young carers and inequalities in educational attainment and school engagement: Evidence from the UK household longitudinal study linked to the national pupil database