Background: Young carers, defined as individuals aged 5–18 providing unpaid care for someone with disabilities, health conditions, or addiction, are a frequently overlooked group. In the UK, around 12% of young people report caring responsibilities. However, longitudinal research on young carers is limited, with no studies to date examining the impact of young caring on education.

Objective: To explore associations between young caring and educational outcomes, including attainment and school engagement (absences and exclusions).

Methods: We used the UK Household Longitudinal Study linked to the National Pupil Database, an administrative education dataset capturing objective education outcomes. Longitudinal associations between young caring and educational engagement and attainment were examined. Disparities among specific groups of young carers, such as those with special educational needs or from socioeconomically disadvantaged households, were also assessed.

Results: We hypothesize that young carers are more likely to live in disadvantaged households and attend community schools. We anticipate observing significant educational disparities: young carers are expected to have lower grades in writing, reading, math, and science at key stages 2 and 4 compared to non-carer peers, as well as lower attendance and higher exclusion rates at both key stages.

Conclusions: Preliminary findings suggest significant disparities for young carers, including lower school attendance, higher absences, and poorer academic performance in core subjects. This study will provide important new information on the educational impact of being a young carer, and the particular groups of young carers who are most disadvantaged.

Co-authors

Dr Rebecca Lacey, St George’s University of London;

Professor Ann McMunn, University College London