Looking Behind the Numbers: A Mixed-Methods Study on the Role of Private Tutoring in Italy

Despite growing concerns about private tutoring (PT) potentially amplifying inequalities between low- and high- socio-economic status (SES) students, scant attention has been paid to the phenomenon of PT in European countries marked by persistent educational inequalities – such as Italy. Our mixed-methods study delves into the relationship between students’ achievement, socio-economic status (SES), and PT usage among 15,628 respondents to the PISA 2012 questionnaire. Results reveal that higher SES (OR = 1.37, p < .001), and lower achievement (OR = 0.99, p < .001) increase the likelihood to use PT. We also interviewed 21 high school students on the forms of, and motives behind their use of PT. Our comprehensive dataset not only provides a preliminary understanding of PT use in Italy but also goes beyond a purely comparative approach, underscoring the necessity of a more nuanced exploration of the roles PT fulfills across various countries.