In this article the author summarises early research findings on the impact of family factors on children's academic and social abilities, and in particular children's experience of non promotion or when children repeat a year in the primary or secondary education system. She states that initial research results suggest the need for a more detailed examination of the relationship between family structure, socioeconomic factors and children's gender in future research, and in particular more detailed examination of household income and family structure as they affect children's abilities and schooling.