Elementary Student Learning Trend Survey: Over 40% of Families Whose Children Entered Their First-Choice School Introduced a Dedicated Study Desk by 1st Grade

ITOCHU Co., Ltd. (Headquarters: Chuo Ward, Tokyo; President and CEO: Hiroshi Minato) conducted the 'Elementary Student Learning Trend Survey' targeting 1,023 parents nationwide with children in grades 1–2 of junior high school, aiming to understand the realities of home learning environments and study habits.

This survey analyzed differences in study time and educational investment based on whether families had experience with middle school entrance exams, as well as trends in study desk usage among families whose children entered their first-choice schools, preferred study locations for concentration, and the relationship with early experiences using desks and chairs. The results visualize the 'current reality of elementary school households' to serve as a reference for creating environments that support children's learning.

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The Reality of Learning in Exam-Prep and Non-Exam Families: By the Numbers

What differences exist in daily study time and educational investment between families with and without middle school entrance exam experience? This survey collected responses on self-study time at home, tutoring hours, tutoring attendance, and education spending at the 6th-grade level. Below, we summarize the current learning realities among elementary school households using the most frequently selected responses for each question.

※ This survey reports the 'most selected response' rather than the average value.

Among families with middle school exam experience, the most common response for daily home study time was 'less than 1–2 hours,' and tutoring time was 'less than 2–3 hours.' In contrast, families without exam experience most frequently reported 'less than 30 minutes' for home study and 'less than 1–2 hours' for tutoring. This suggests that exam-prep families maintain a consistent amount of study time at home in addition to tutoring.

Additionally, the percentage of families using tutoring by 6th grade was 87% among those with exam experience and 43% among those without—more than double the rate. Regarding education spending, the most common response was 'less than 1–2 million JPY' for exam-prep families and 'less than 500,000 JPY' for non-exam families.

Survey Highlights

- Families with children scoring above 60 in deviation value invest not only in tutoring but also in 'home environment setup' and 'educational materials.'

- Top study locations for highly focused children include 'children’s own rooms.'

- The most valued aspect of the learning environment among focused families is 'easy-to-organize storage.'

- Over 40% of families whose children entered their first-choice schools used a personal study desk by 1st grade.

- Over 80% of families that started using a kids’ desk at ages 1–2 reported their children remained focused on home study by 6th grade.

Families with Children Scoring Above 60 in Deviation Value Invest in 'Home Environment Setup' and 'Materials' in Addition to Tutoring

When asked which area received the largest share of investment for improving academic performance during elementary school, families with children scoring above 60 in deviation value ranked 'tutoring' first, followed by 'home environment setup' and 'educational materials,' tied for second place.

While many families prioritize tutoring during the exam period, families with high-achieving children also tend to invest in home learning environments and materials.

'Children’s Own Room' is a Top Study Location for Highly Focused Children

Among families where children focused on home study in 6th grade, 'their own children’s room' was the most common location at 69.7%, followed by 'a shared children’s room with siblings' at 69.0%. In contrast, 'living room' was selected by 41.5%, a significantly lower rate.

While living room studying allows easier parental supervision and is often chosen to build study habits, by around 6th grade, children’s rooms—which are less affected by surrounding noise and movement—may be preferred for focused study.

As children advance in grade level, it becomes increasingly important to design home study spaces not just for 'ease of supervision' but also for 'ease of concentration.'

Among Focused Families, the Top Priority in Learning Environment Was 'Easy-to-Organize Storage'

When asked what aspects they prioritized in creating a learning environment, the most common response among families where children focused on home study was 'a desk with ample, easy-to-organize storage' at 18.5%. This was followed by 'a desk suited to the child’s height and body type' at 17.2% and 'a chair suited to height and body type' at 14.5%.

These results show that focused families value not only ergonomically appropriate desks and chairs but also storage that makes it easy to organize textbooks and stationery. Re-evaluating storage around the desk and study area, in addition to acquiring a new study desk, is one way to create an environment conducive to focused learning.

Over 40% of Families Whose Children Entered Their First-Choice School Used a Personal Desk by 1st Grade

When examining when families began using a personal study desk by middle school exam outcome, families whose children entered their first-choice school showed 41.7% had introduced a dedicated desk by 'pre-elementary to 1st grade.'

For second-choice admissions, the rate was 29.1%, and for third-choice or lower, 24.1%. This indicates that families whose children entered their first-choice schools were relatively more likely to have prepared a personal study space by early elementary years.

Using a personal desk early may help establish a clear 'place for studying' within the home, supporting the development of a daily habit of sitting at a desk.

Over 80% of Families That Started Using a Kids’ Desk at Ages 1–2 Reported Focused Home Study by 6th Grade

When comparing focus levels in home study at 6th grade by age of first kids’ desk use, families that started at ages 1–2 reported 80.8% 'were focused.' In contrast, families that started at ages 3–4 reported 58.0%, those at age 5 or older 59.5%, and those who never used one 33.1%.

Families where children interacted with their own small desk and chair from ages 1–2 showed a higher tendency to remain focused on home study even by 6th grade.

Early experiences of reading picture books or doing crafts in 'their own space' from a young age may contribute to easier development of 'desk-focused habits' and 'transitioning into study mode' later in life.

Overall Assessment

Manabu Ishihara, General Manager, Web Business Division, ITOCHU Co., Ltd.

Creating age-appropriate environments is key to establishing children’s study habits

Recently, there have been voices in education circles noting that 'children’s concentration spans are getting shorter.' Concentration depends not only on a child’s motivation but also significantly on home environment factors such as where they study, their posture, and whether learning materials and stationery are readily accessible.

This survey found that 'children’s own rooms' ranked highly as study locations among families where children focused on learning in 6th grade, and there was a clear emphasis on easy storage and ergonomically suitable desks and chairs. To support children’s learning, it is essential not only to manage study time and invest in tutoring and materials but also to create a focused environment that evolves with their growth. ITOCHU has long believed in