Does Shadow Education Affect Behavioral (Dis)engagement? Evidence from South Korean Elementary School Students

Abstract

Shadow education, or private supplementary tutoring aimed at enhancing academic performance and examination preparation, has become a global phenomenon and a significant focus in international and comparative education research. Although much of the literature examines its determinants and effects on academic outcomes, its impact on students’ engagement in mainstream classrooms remains underexamined. Using longitudinal data from a nationally representative sample of fifth graders in South Korea, this study aimed to fill this research gap by investigating the effect of shadow education on behavioral engagement. Regression analyses showed that students who participated in shadow education during both the fifth and sixth grades exhibited 0.114 standard deviations greater behavioral disengagement in the sixth grade than their nonparticipating peers, after controlling for family, student, and school characteristics. This empirical evidence validates concerns among policy makers and educators in countries with expanding shadow education systems about its potential to undermine student engagement in mainstream education. © 2026 Comparative and International Education Society. All rights reserved, including rights for text and data mining and training of artificial intelligence technologies or similar technologies. Published by The University of Chicago Press for the Comparative and International Education Society.