Ministers should consider interventions that 鈥済o beyond the classroom鈥 such as 鈥渞estorative鈥 behaviour approaches and parent engagement workshops in “low education” areas to boost grades, a government-commissioned study has said. have found that just 16 per cent of the variation in attainment at key stage 4 is down to differences between schools. The rest was attributed to differences between pupils. A new , investigated the influence of “home learning environment” [HLE] factors, such as socioeconomic background, behaviour and neighbourhood context, on pupil achievement. Although 鈥渆xtensive research鈥 exists about HLE during early childhood, empirical evidence about its impact on education attainment 鈥渞emains limited鈥, the report said. The paper found pupils eligible for free school meals, who engaged in anti-social behaviour or felt unsafe in their local area were less likely to achieve level 2 and 3 qualifications. However, youngsters whose parents ensured they completed homework on time and had 鈥渨arm鈥 relationships had a better chance of achieving well. The report, which used exploratory analysis and predictive modelling of linked survey data, identified several 鈥渒ey principles鈥 for targeted interventions to reduce such educational disparities. Here鈥檚 what it recommended… 1. Restorative, not punitive, behaviour interventions The report said behaviour is 鈥渁t the heart of educational attainment. Educational outcomes are not just a function of ability or motivation, but also of access, safety, and structural opportunity.鈥 But the study said future policies aimed at boosting attainment 鈥渟hould consider interventions that simultaneously build capability, expand opportunity, and strengthen motivation鈥. It suggested behaviour interventions that are 鈥渞estorative rather than punitive, especially for students at risk of exclusion鈥. 鈥淩estorative and relational approaches can help rebuild motivation by fostering belonging and providing meaningful feedback.鈥 2. Prioritise emotional wellbeing alongside exam results The study also said the 鈥渋ntegration of emotional and social support mechanisms within education systems is another critical area to consider, particularly programmes focusing on mental health and conflict resolution to promote holistic student well-being鈥. It is 鈥渋mportant鈥 to 鈥渋ntegrate鈥 such support 鈥渕ore deeply鈥 into the system, ensuring that 鈥渆motional wellbeing is prioritised alongside academic success鈥, the report added. This could include training teachers to recognise signs of emotional distress and providing students with regular access to counsellors. Conflict resolution programmes to help reduce 鈥渇amily tension鈥 should also be considered. However evaluations of previous school mental health programmes found some actually increased emotional difficulties among pupils. 3. National platforms to spur school innovation Another key principle was fostering innovation. The report suggested national platforms could help pilot and share successful interventions, solutions and community partnerships. Such programmes could then get additional funding to 鈥渟cale their efforts鈥 and support other schools to implement similar strategies. 4. Parent engagement workshops in 鈥榣ow education鈥 areas Many of the policy recommendations focused on parent or community initiatives. Family interventions included parent workshops to boost engagement, particularly 鈥渋n communities where parental education levels are low鈥. Resources could also be published aimed at 鈥渇ostering positive family relationships, alongside strengthened home school communication and collaborative parent teacher partnerships鈥. Meanwhile, community-level interventions could 鈥減romote neighbourhood safety and wellbeing鈥. Peer mentoring and community-based learning hubs were also suggested for deprived areas. 5. AI to aid personalised interventions The study also suggested 鈥渄ata-driven personalisation鈥 could help. For instance, 鈥減redictive analytics and artificial intelligence could support the creation of tailored interventions for students. 鈥淏y prioritising data-driven personalisation, leveraging technology, strengthening school, community and family engagement, and embedding an integrated approach to education it will be possible to foster an environment where each student has the support needed to thrive.鈥 Meanwhile, establishing 鈥渞eal-time feedback loops鈥 for new policies would 鈥渇acilitate agile and responsive adjustments to educational programmes, ensuring their continued relevance and effectiveness鈥. 鈥淭ogether, these recommendations offer a path towards a more equitable and effective education system that is inclusive and attuned to the challenges faced by students within their HLE.鈥