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Multilingualism educational attainment and cognitive development in UK adolescents
Roisin C Perry1,2,3,4, Roberto Filippi5,6,7, Mireille B Toledano8
1University College London, Institute of Education, London, UK. roisin.perry@uwl.ac.uk.
NPJ Science of Learning
|April 1, 2026
Summary
Multilingual children show educational advantages independent of cognitive skills. This study found simultaneous multilinguals had higher attainment, while English as a second language learners improved significantly over time.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- The cognitive and educational benefits of multilingualism are debated, with potential confounding factors like socioeconomic status.
- Previous research presents mixed findings on whether multilingualism enhances cognitive control or academic achievement.
Purpose of the Study:
- To investigate the relationship between multilingualism and educational attainment and cognitive control in UK adolescents.
- To differentiate outcomes for simultaneous multilinguals versus children learning English as a second language.
- To determine if cognitive differences mediate educational advantages in multilingual individuals.
Main Methods:
- Analysis of data from 1673 UK adolescents (SCAMP cohort) tracking educational attainment at ages 11 and 16.
- Assessment of changes in cognitive control between these age points.
- Statistical adjustments for relevant socioeconomic and cultural covariates.
Main Results:
- Simultaneous multilinguals demonstrated a consistent, albeit small, educational attainment advantage over monolinguals at both ages.
- Children learning English as a second language exhibited lower initial attainment but showed significant gains by age 16.
- Cognitive differences between groups were observed only in cross-sectional comparisons, not in longitudinal changes.
Conclusions:
- Educational attainment advantages in simultaneous multilinguals appear largely independent of cognitive control measures.
- Decoupling educational outcomes from cognitive differences is crucial for understanding multilingualism's impact.
- Findings suggest that educational policies should consider the distinct trajectories of different multilingual groups.
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