Socio-Economic Status as a Determinant of Academic Achievement in South African Schools

Abstract

ABSTRACT: Educational outcomes in South Africa continue to be strongly influenced by socio-economic inequality despite post-apartheid reforms aimed at improving equity and access to quality education. Disparities in household income, parental education, living conditions, and school resources continue to affect learner academic performance across communities. This study investigated the relationship between socio-economic status and academic achievement in diverse South African school contexts, with a focus on schools in Gauteng Province. A mixed-methods approach combined quantitative questionnaire data with qualitative interview findings to explore how socio-economic factors shape educational outcomes. Participants included learners, parents, and educators from schools representing various socio-economic backgrounds. Findings revealed that socio-economic status affects educational outcomes through interconnected structural, environmental, psychological, and institutional factors. Although resilience, teacher support, peer encouragement, and parental motivation served as protective influences, they were insufficient to fully overcome systemic inequalities. The study concludes that academic achievement must be understood within broader socio-economic contexts and highlights important implications for educational policy, equitable resource allocation, teacher development, and inclusive learner support systems in South Africa.
KEY WORDS: Academic Achievement; Educational Inequality; Parental Involvement; Resilience; Socio-Economic Status; South Africa.

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About the Authors: Jeanne-Marie Lotter is a Doctoral Student at the Department of Educational Foundations UNISA (University of South Africa), Pretoria, South Africa; and Prof. Dr. Loyiso Mennon Luvalo is Chair of Higher Degrees Committee, Department of Educational Foundations, College of Education UNISA, Pretoria, South Africa. E-mail: luvallm@unisa.ac.za

Suggested Citation: Lotter, Jeanne-Marie & Loyiso Mennon Luvalo. (2026). “Socio-Economic Status as a Determinant of Academic Achievement in South African Schools” in EDUCARE: International Journal for Educational Studies, Volume 19(1), August, pp.1-26. Bandung, Indonesia: Minda Masagi Suci Foundation and ASPENSI with ISSN 1979-7877 (print) and ISSN 2621-587X (online).

Article Timeline: Accepted (June 22, 2026); Revised (July 30, 2026); and Published (August 31, 2026).