A government-funded report has found that grandparents play a significant role in improving children’s educational success and cognitive development. The Social Mobility Commission’s analysis of numerous studies indicates that the involvement of grandparents—through caregiving, financial support, and emotional encouragement—can positively influence children’s academic outcomes, particularly when grandparents are financially well-off.

The report highlights that among grandparents, grandmothers, especially the child’s mother’s mother, exert the strongest positive influence. According to the findings, financial support from grandparents accounts for about 25 percent of the influence that parental financial assistance has on a child’s educational performance. This “grandparent effect” was found to be more pronounced in countries like the UK and the US compared to nations such as Sweden and the Netherlands, where educational equality is higher.

Research cited in the report includes a University of Turin study showing that children occasionally cared for by grandparents exhibited better language development at 18 months than those in formal childcare settings. However, this advantage appeared more significant for children from higher-income families, while children from lower socio-economic backgrounds tended to benefit more from nursery attendance. Another study noted that living in three-generation households sometimes correlated with poorer behavioral and intellectual outcomes in early childhood, attributed in part to unclear grandparent roles, family conflicts, and fewer stimulating activities.

Beyond child outcomes, the report references research indicating that grandparents themselves may gain cognitive benefits from caregiving. According to studies summarized by the American Psychological Association, grandparents who provide childcare often score higher on memory and verbal fluency tests, suggesting a mutual positive effect.

The report stresses that grandparents’ involvement tends to be most influential during early childhood, whereas teenagers increasingly rely on peers for support. It also points to societal trends such as aging populations, smaller family sizes, rising childcare costs, and increased maternal workforce participation as factors contributing to a greater reliance on grandparents for childcare.

Financial contributions from grandparents often include everyday expenses, treats, and outings; one Cambridge study found that 83 percent of UK grandparents who regularly cared for grandchildren spent up to £50 monthly on them. Relationships between grandparents and older grandchildren have also been strengthened in recent years, with many older grandchildren viewing their time spent with elders as reciprocation for earlier care.

The commission, chaired by Alun Francis, emphasized that improving social mobility requires attention to the broader family network. Francis stated that fostering stable, supportive environments involves recognizing the extended family’s role, including grandparents, as part of a “wider village” necessary for children’s resilience and success. He further argued for policy shifts that treat families not as obstacles but as foundational units deserving dedicated support, criticizing current approaches that frame family circumstances primarily as deficits to be overcome.

The report, titled *The Role of Families in the Educational Outcomes of Children and Young People*, was released on May 25, 2026, reinforcing calls for policymakers to adopt strategies that support intergenerational cooperation within families to enhance the prospects of children and young people.