This study examines elementary students’ help-seeking behaviors in mathematics by focusing on how socioeconomic status (SES) influences their choice of support resources. Given the cumulative and hierarchical nature of mathematical learning, help-seeking is particularly prevalent in this subject, because students frequently encounter challenges that require timely clarification to prevent learning gaps. The findings reveal distinct patterns: students from higher SES backgrounds predominantly seek help from outside-of-school resources, such as parental support and private tutoring, while their lower SES counterparts rely more on school-based support, such as teachers and peers. These patterns suggest that both individual expectations and environmental accessibility to support resources vary systematically by SES, raising important questions about the evolving role of schools within students’ broader learning ecosystems. Traditionally, the classroom has functioned as a horizontal support network, where teachers and peers are the primary sources of academic help. However, for students from higher SES backgrounds, the growing reliance on family and private tutors is reshaping this structure into a multidimensional support system that extends beyond the school walls. In response to this shift, this study underscores the need to foster classroom cultures that promote constructive help-seeking. It also recommends targeted interventions, including parental engagement workshops and the integration of comprehensive digital learning platforms. Specifically, artificial intelligence-driven personalized learning tool is proposed as scalable means to provide all students with the necessary resources to succeed in mathematics and to fully engage in their learning.
Lee et al. (Mon,) studied this question.