Home learning environment and attainment

This newly published Department for Education report explores how level 2 and level 3 qualification attainment at age 19 is influenced by three key factors:

1. Socioeconomic background

2. Behavioural factors

3. The home learning environment, including children’s safety perceptions and family relationships

“Behaviour is at the heart of educational attainment. Educational outcomes are not just a function of ability or motivation, but also of access, safety, and structural opportunity. Behavioural frameworks allow for a better understanding of how to support young people, particularly those facing multiple disadvantages.”

The report highlights how deeply a child’s learning and safety are intertwined with their home environment. Professionals can meaningfully strengthen safeguarding by observing not just academic progress, but changes in emotional behaviour and perceived safety, by building trusting home/school connections that bolster both learning and safeguarding, and treating home learning support as a core element in enhancing a child's wellbeing and reducing long-term risk factors.

Home as a Potential Risk or Protective Space

The quality of a child's home learning environment isn't just about academic support. It also impacts emotional security, attachment, and resilience. In unstable or neglectful home environments, children may be less likely to seek help or talk about concerns, making early intervention essential.

Behaviour and Safety

Children’s perceptions of safety at home and their behavioural patterns significantly influence educational outcomes. Safeguarding concerns like poor wellbeing or unsafe home conditions can directly undermine learning and increase vulnerability.

Bridging the Disadvantage Gap

Socioeconomic disadvantage and weak home learning environments can combine to limit a child’s motivation, opportunities, and capability to succeed. Targeted support from early years through to secondary can mitigate these risks by offering secure, enriching environments and active interventions.

What This Means for Practitioners

Recognising Home Risk Factors

Identifying early warning signs like withdrawal, inconsistent learning behaviours, or talk of unsafe feelings at home.

Early Intervention

When a child shows signs of distress or lack of engagement, consider whether their home environment may be a contributing factor.

Strengthening Partnerships

Promoting family engagement through positive reinforcement rather than blame. Supporting home routines and learning can enhance safety and stability.

Integration with Safeguarding

Use insights from research to inform how education, mental health, and safeguarding teams collaborate, especially in early interventions.

Continuous evaluation is essential, where programs are assessed and adjusted on a rolling basis, ensuring they remain relevant and effective.

The full report can be found here.

Safeguarding Network materials about risks within the home can be found here.