Diego Campos, Antti Koskinen, Balázs Munkácsy, Victoria Rolfe, Panagiotis Patsis, Edit Tóth, Rolf Vegar Olsen, Ronny Scherer, Lena Söldner, Amory H. Danek, Samuel Greiff, Mari–Pauliina Vainikainen
Educational inequalities are a critical challenge. Understanding how these disparities emerge, evolve, and can be addressed requires longitudinal evidence. However, most existing research syntheses rely on cross-sectional data. In this scoping review, we map longitudinal research on educational inequalities among K–12 students in Europe. Drawing on 161 studies published between 1986 and 2024, we examined how disparities related to socioeconomic status, migration or ethnic background, gender, geographical location, or their intersections have been studied over time. Academic achievement and socioeconomic status were the most studied outcome and inequality dimensions, while inequalities in socio-emotional outcomes and geographical location received less attention. Four research clusters were also identified in the literature: individual psychological determinants, mechanisms of inequality, developmental patterns of inequality, and structural determinants of educational transitions. Overall, the findings underscore the heterogeneity of empirical approaches to longitudinal research on educational inequality in Europe and highlight gaps for future research.