School, Home, and Cognitive Factors Shaping Primary Pupils' Attitudes and Academic Achievement: A Narrative Review

Abstract

Abstract Primary pupils’ attitudes toward schooling and academic achievement are influenced by multiple interrelated factors that extend beyond individual ability. This narrative review examines the combined influence of school, home, and cognitive factors on pupils’ educational experiences and outcomes. Empirical and theoretical literature indicates that school-based variables, such as peer relationships, friendship networks, classroom climate, teacher disposition, and emotional support, significantly shape pupils’ motivation, engagement, and achievement. Home-related factors, including parental involvement, educational expectations, learning resources, and family support, contribute substantially to academic success by fostering positive learning habits and self-regulation. Cognitive factors, particularly attention, memory, language processing, executive functioning, and metacognitive skills, further influence pupils’ capacity to benefit from instructional opportunities. The review also highlights the importance of targeted cognitive interventions for learners with special educational needs, including auditory processing difficulties and executive functioning challenges. Findings suggest that academic achievement and attitudes toward schooling emerge from the interaction of supportive school environments, active family engagement, and responsive cognitive support systems. The paper argues that educational success is best understood through a multidimensional framework that recognises the interconnected roles of teachers, parents, peers, and learner characteristics. Implications are discussed for educational policy, teacher preparation, inclusive practice, and future research aimed at improving learning outcomes and promoting lifelong educational engagement among primary school pupils.