Young carers’ school engagement and academic attainment: A systematic review

Résumé fourni par la source

• Young carers are less engaged at school. • Educational risks are greatest for those with intensive or multiple caring roles. • Impacts differ by age, caregiving intensity, and family context. • There is a need for early identification and tailored school supports. This systematic review synthesises international quantitative evidence on how caregiving responsibilities influence the school engagement and academic attainment of young carers aged 5–18 years. Following PRISMA guidelines, seven academic databases were systematically searched (CINAHL, MEDLINE, PsycINFO, Scopus, ASSIA, ProQuest Education Collection, and A + Education) for peer-reviewed studies published between 2014 and 2025. The search strategy was developed with a university librarian and refined through pilot testing. Studies were eligible if they reported quantitative outcomes related to school engagement (e.g., attendance, participation) or academic attainment (e.g., grades, test scores). Two reviewers independently screened studies, assessed methodological quality using the Joanna Briggs Institute Critical Appraisal tools, and extracted data using a structured template. Fifteen studies met inclusion criteria. Findings indicated that young carers often experience reduced school engagement, including higher absenteeism, limited study time, and lower participation in school activities. Evidence regarding academic attainment was mixed; while several studies reported lower grades among young carers, particularly those with high-intensity or multi-recipient caring roles, others found no significant differences. Educational impacts varied according to carer demographics, caregiving intensity, socioeconomic disadvantage, and the care recipient’s condition, with caring for someone with mental illness or substance use issues linked to poorer outcomes. Overall, the review highlights consistent challenges in school engagement and more variable effects on academic attainment, underscoring the need for targeted educational supports and improved recognition of young carers in school systems.