Why maths matters more than you think: the hidden power of primary school maths
As a specialist in dyscalculia and maths learning difficulties, I spend a lot of time thinking about the role maths plays in shaping children’s futures. While English often takes the spotlight in early education and public discourse, a compelling new report from the Department for Education (DfE) suggests that we need to urgently rethink the balance. In many cases, maths isn’t just equally important as English – it might actually be more important, especially when we look at its impact on children’s long-term life chances.
Maths: A gateway to lifelong earnings
A major report published by the Department for Education this month examined the link between how well children perform in their Key Stage 2 (KS2) tests at age 10–11 and their future earnings. Using data from over 1.9 million pupils in England, the study found that children who scored within the top 15% in maths went on to earn around £42,200 more across their lifetime than those with average scores. In English, the difference was £26,500. This means that higher achievement in maths was linked to a 59% greater boost in future earnings than a similar level of achievement in English.
This association remains significant even after controlling for factors like gender, socioeconomic background and region. Perhaps most importantly, these benefits begin early and persist throughout life. Children who do better in maths at 10-11 years of age are more likely to succeed in their GCSEs and beyond, increasing their chances of further study, stable employment and higher wages.
For disadvantaged children, maths can be a lifeline
The research also found that although children eligible for Free School Meals (FSM) tend to earn less on average than their peers, the proportional benefit of doing well in maths is just as strong for them. In other words, pupils from disadvantaged backgrounds who achieve higher maths results at primary school see similar long-term gains as other children. This suggests that raising maths attainment could be a powerful way to help narrow the earnings gap and promote greater equality over time.
Early maths ability predicts more than just academic success
Other studies support these findings. Duncan et al. (2007) found that early maths skills at school entry were a stronger predictor of later academic achievement than early reading ability, even when controlling for socio-economic factors. Similarly, the OECD (2013) reported that numeracy skills are more strongly linked with employment, income, and health outcomes in adulthood than literacy skills.
The real-world consequences of low maths attainment
Low maths attainment is more than a missed academic milestone. It often affects confidence, self-esteem and participation in daily life – from managing money to interpreting data in the news. Children with maths difficulties or dyscalculia are at increased risk of anxiety and school disengagement (Chinn, 2020). Left unaddressed, these challenges can compound and follow children into adulthood.
What can parents and teachers do?
- Treat maths like a priority – because it is. Make space for it at home and in your curriculum planning.
- Understand individual needs – maths anxiety, dyscalculia, and slower processing speeds require tailored support, not more pressure.
- Make maths meaningful – connect it to real-life situations like cooking, shopping, sports and travel.
- Celebrate progress over speed – mastery is more important than racing through topics.
Conclusion
Maths is not just about numbers on a page. It’s about unlocking opportunities, building confidence, and setting a foundation for lifelong success. While English remains essential, we can no longer afford to ignore the outsized impact that early maths attainment has on children’s futures. For those with maths difficulties, the need for early identification and support has never been clearer. If you are a parent or teacher in NW England who is concerned about the maths progress of a child, get in touch.
References
Chinn, S. (2020). The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties. Routledge.
Department for Education (2025). Key Stage 2 Attainment and Lifetime Earnings. [online] Available on request or via gov.uk.
Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), pp.1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
OECD (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills. Paris: OECD Publishing. https://doi.org/10.1787/9789264204256-en
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