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Issues in Educational Research, 2024, Vol 34(2), 760-780.
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What are the non-academic impacts of private tutoring? Voices from A-level students in UK urban schools

Natalie Walker
Learnly Ltd, UK

Kaili C. Zhang
University of Glasgow, UK

Private tutoring is a growing industry globally. Past research into the effectiveness of private tutoring has proved inconclusive. Studies dedicated to the non-academic implications of private tutoring are scarce. Using a mixed-method approach, our study examined A-Level students' experiences of private tutoring and their perceptions of benefits and drawbacks to additional tuition. The participants (N=26) were students from various UK urban schools who had used private tutoring during their A-Level studies. The study found that students generally felt private tutoring had a positive impact on their education and wellbeing, with many reporting increases in confidence and motivation. However, the additional workload and financial burden of tutoring had a negative impact, particularly as the frequency of private tutoring lessons was increased. Results also indicate that the availability and affordability of private tuition can create an unfair disadvantage for students from less affluent backgrounds. Based on these findings, the paper highlights the needs for governments to consider non-academic impacts of private tutoring, as well as issues related to the distribution of educational resources and provision of equal educational opportunities for all students. Implications for schools, parents, and students are included.
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Authors: Ms Natalie Walker graduated from the University of Oxford and the University of Lincoln and runs the education business Learnly Ltd, UK (https://learnly.co.uk/about/). Natalie is passionate about supporting young people who are facing difficulties in mainstream education via specialist intervention, academic support and liaising between schools and families.
Email: natalie@learnly.co.uk

Dr Kaili C. Zhang (corresponding author) is currently a Lecturer in Curriculum and Assessment, School of Education, University of Glasgow, UK. She is interested in child development, family wellbeing, and inclusive education. Her research also explores interventions for children and youth with autism, AD/HD and other emotional/behavioural disorders as well as the impact of family belief systems on resilience.
ORCID: https://orcid.org/0000-0003-2122-5527
Email: kaili.c.zhang@gmail.com, kaili.zhang@glasgow.ac.uk

Please cite as: Walker, N. & Zhang, K. C. (2024). What are the non-academic impacts of private tutoring? Voices from A-level students in UK urban schools. Issues in Educational Research, 34(2), 760-780. http://www.iier.org.au/iier34/walker.pdf

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