Students whose teachers were available when schools were closed scored higher in mathematics and were more confident about self-directed learning. Most were confident about using digital learning platforms & finding learning resources, but only 60% were confident about motivating themselves to do schoolwork.

More than ten per cent of students in some OECD countries suffer economic food insecurity, others have rates below three per cent. Between one in twenty and one in ten students disagreed that they feel safe in schools on average across OECD countries. 

Students who spent up to one hour per day on digital devices for learning activities in school scored 14 points higher on average in mathematics than students who spent no time. Enforced cell phone bans in class may help reduce distractions but can also hinder the ability of students to self-regulate their use of the devices.

Higher-performing students reported that their family regularly eats the main meal together, spends time just talking with them, or asks them what they did in school that day. They also report better sense of belonging and life satisfaction.

In systems where students are selected into different curricular programmes at an earlier age, a stronger association between students’ socio-economic background and their performance is observed.

Education systems where fewer students had repeated a grade tend to score higher and achieve socio-economic fairness. On average across the OECD, teacher support to students deteriorated from 2012 to 2022. Some 30% of students did not report that the teacher regularly gave extra help when students needed it and continued teaching until students understood.

On average, school principals in 2022 were more likely to report a shortage of teaching staff than in 2018, while they were less likely to report a shortage of educational material than in 2018.

In systems where peer-to-peer tutoring became more prevalent between 2018 and 2022, students’ sense of belonging at school strengthened during the period.

The greater the autonomy granted to schools, the higher the average mathematics performance, but this was more likely when education authorities and schools had certain quality assurance mechanisms in place.