Study of 3,000 pupils reveals hidden disadvantages for summer-born children

Children born in the summer months may face significant hidden disadvantages throughout their education, according to new research analysing three years of pupil data across a multi-academy trust.

The study looked at data for 3000 pupils across London South East Academies Trust’s network of schools between 2022 and 2025. It considered how birth month relates to Special Educational Needs (SEN) identification, attendance and suspensions.

The research found that children born between April and August – the youngest in their school year – were consistently over-represented in several key risk indicators, suggesting the well-known ‘summer-born attainment gap’ extends far beyond exam results.

Key findings:

1. Youngest pupils more likely to receive repeated suspensions

Almost half (48%) of pupils receiving five or more suspensions were born in the summer term. Researchers say this pattern may indicate that behavioural challenges could be linked to developmental immaturity or unmet support needs rather than intentional misconduct.

2. Attendance gap emerges between youngest and oldest pupils

Spring and Summer-born pupils recorded the lowest attendance levels, with Autumn-born pupils having the highest - even among those without special educational needs. While the difference appears small, it represents significant lost learning time across thousands of school hours.

3. Summer-born pupils more likely to be within the SEND cohort

Summer-born pupils are more likely to be identified with SEND and are significantly over-represented in "developmental" categories such as Speech, Language and Communication Needs and Moderate Learning Disabilities.

 

4. Development gap may start before school

The research suggests that structural factors in early childhood policy may contribute to the issue.

Currently, children typically become eligible for funded childcare the term after their third birthday, meaning autumn-born children can access structured early learning environments up to a year earlier than summer-born peers.

This delay may affect social, emotional and communication development, leaving younger pupils at a disadvantage before they even start Reception.

 

5. Escalating challenges through school

The analysis also revealed that disciplinary action increases dramatically as pupils move through the school system.

Suspension rates rise from 0.29% in Year 1 to 40% by Year 11, suggesting early developmental gaps may compound over time if not addressed.

 

The three-year longitudinal study was carried out by Mark Else, Deputy Safeguarding Lead and Welfare Officer at Bromley Beacon Academy (an SEMH school which is part of London South East Academies Trust) – as part of his Trust-funded Level 6 BA (Hons) in Youth Work. Mark says:

“While much is already known about summer-born disadvantage, which is often measured in terms of academic and even sporting achievement, this research quantifies some of the intermediate stages of disadvantage which are not usually considered. For example – increased suspensions before this can even be measured in terms of attainment.

“Birth seasonality affects pupil trajectories in more ways than has previously been considered. This research suggests that summer-born children aren't just 'behind' in exams; they are being disproportionately funnelled into the SEND systems.

“To create a truly equitable education system, we must stop treating developmental immaturity as a deficit. We need a fundamental shift in how early-years policies and school processes account for these differences, ensuring that a child’s potential is no longer dictated by the month they were born.”

Deputy CEO of London South East Academies Trust, Neil Miller, adds:

 

“This is an important piece of research, clearly highlighting how factors like birth month and early access to support can have a significant impact on a young person’s educational journey.

“At London South East Academies Trust, we are committed to research-led, evidence-based practice, and to actively supporting staff across all areas of the organisation to undertake meaningful research.

“Work like this plays a vital role in helping us to shape and continually improve practice across our schools. By embedding such insights, we can deliver more effective approaches, ensuring equitable outcomes for the children and young people we serve.”

 

The full research paper can be found here.

 

Key statistics:

• 2,933 pupils analysed over three years
• 42.6% of pupils born in the summer term
• 45% of SEN registrations among summer-born pupils
• 48% of pupils with 5+ suspensions born in summer months
• Suspension likelihood rises from 0.29% in Year 1 to 40% in Year 11