This research investigates the relationship between poverty and academic performance among primary school pupils, with a focus on understanding the multifaceted impact of socioeconomic disadvantage on educational outcomes. The study employs a mixed-methods approach, combining quantitative analysis of academic data with qualitative insights gathered through interviews and observations, the quantitative aspect involves the collection and examination of academic performance data from primary schools in diverse socio-economic settings. Standardized test scores, attendance records, and other relevant academic metrics are analyzed to identify correlations between poverty levels and academic achievement. Additionally, demographic factors such as parental education, household income, and access to educational resources are considered, qualitative data is gathered through interviews with primary school teachers, administrators, and parents, providing a nuanced understanding of the contextual challenges faced by pupils in lowincome households. Observations within school environments aim to identify specific barriers to learning that may be associated with poverty, such as inadequate resources, limited parental involvement, and psychosocial stressors, the research aims to contribute to the existing literature by offering insights into the intricate interplay between poverty and academic performance. By exploring the challenges faced by pupils in economically disadvantaged households, educators and policymakers can gain a deeper understanding of the factors that influence learning outcomes. This knowledge can inform the development of targeted interventions and support systems to mitigate the impact of poverty on academic achievement, ultimately promoting more equitable educational opportunities for all primary school pupils.