The Scope and Dynamics of Shadow Education Among Selected High School Students in Izmir, Türkiye: A Socioeconomic Analysis

ABSTRACT Shadow education has expanded globally, yet systematic evidence on students' experiences remains limited, particularly in Türkiye. This study examines how selective high school students (grades 9–12) in metropolitan Izmir engage with shadow education, focusing on participation rates, delivery modes, subject focus, motivations, and socioeconomic correlates. A cross‐sectional survey of 782 students attending Science and Anatolian high schools ( n = 24) indicates that 2014 and 2024 legislative interventions have had limited impact, as participation remains widespread, especially in upper grades. Crucially, participation rates show significant variation by school type—being highest among Science High School students from wealthier and better‐educated families—and are systematically associated with socioeconomic background. Group‐based instruction is the prevalent format, with Mathematics dominating demand, reflecting high‐stakes exam distortions. These findings underscore the urgent need for comprehensive official data and more coherent regulatory approaches. Effective policy must move beyond symbolic prohibitions to address the deep‐seated systemic demand and equity gaps.